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STUDENTS’ PARAPHRASING TECHNIQUES IN WRITING
(A STUDY AT THE SENIOR STUDENTS OF ENGLISH
PROGRAM OF IAIN PAREPARE)
BY:
INTAN PERTIWI
Reg. Num. 14.1300.042
ENGLISH PROGRAM
TARBIYAH FACULTY
STATE ISLAMIC INSTITUTE (IAIN)
PAREPARE
2019
ii
STUDENTS’ PARAPHRASING TECHNIQUES IN WRITING
(A STUDY AT THE SENIOR STUDENTS OF ENGLISH
PROGRAM OF IAIN PAREPARE)
BY:
INTAN PERTIWI
Reg. Num. 14.1300.042
Submitted to English Program of Tarbiyah Faculty of
State Islamic Institute (IAIN) Parepare in Partial Fulfillment of
the Requirements for the attainment of the Degree “Sarjana Pendidikan (S.Pd.)”
ENGLISH PROGRAM
TARBIYAH FACULTY
STATE ISLAMIC INSTITUTE (IAIN)
PAREPARE
2019
iii
STUDENTS’ PARAPHRASING TECHNIQUES IN WRITING
(A STUDY AT THE SENIOR STUDENTS OF ENGLISH
PROGRAM OF IAIN PAREPARE)
Skripsi
As Partial Fulfillment of the Requirements for the attainment of the Degree
“Sarjana Pendidikan (S.Pd.)”
English Program
Submitted by:
INTAN PERTIWI
Reg. Num. 14.1300.042
to:
ENGLISH PROGRAM
TARBIYAH FACULTY
STATE ISLAMIC INSTITUTE (IAIN)
PAREPARE
2019
iv
v
vi
vii
ACKNOWLEDGMENT
Bismiillah. Alhamdulillah. Al-shalatu wa al-Salamu ‘ala Rasulullah.
It is very special thing that the researcher could finish this research
completely. She totally realizes that it couldn’t become true easily and spontaneously.
However, with very much superior support by her great and beloved people, the
researcher was able to change the deepest worries and weakness to such an awesome
power to pass every obstacle she faced. Therefore, it is very extremely important
thing to express the researcher’s heartfelt thanks for those all beloved people.
First of all, heartfelt thanks to her parents, Abd. Karim and Siri for their
endless love in every single second she breathes as well as her siblings: Kasmiati,
Asri, Muhammad Nur, Rahima Hamka, Muhammad Siratang, Hasnawiah, Mustaqim,
Sukardi Karim, and Jumaria.
Moreover, the researcher’s sincere gratitude to her consultant, Mrs. Hj.
Nurhamdah, S.Ag., M.Pd. and co-consultant, Mr. Ismail Latif, M.M. for the all great
and priceless advice, guidance, supporting, and much more which are given to the
researcher so this research could completely finish and become a valuable one.
Besides, the researcher also would like to express her greatest thanks for many
other people who also have exceedingly important role during conducting this
research.
1. To Mr. Dr. Ahmad Sultra Rustan, M.Si., the Rector of State Islamic Institute
(IAIN) Parepare, for the all great advice to all students which also could open the
researcher’s mind to desire to become a great student. Therefore, the researcher
tried to totally conduct a research which might give important information in
viii
order to prove that the researcher was very enthusiasm to be a good student as
what the rector hope for.
2. To Mr. Dr. H. Saepudin, S.Ag., M.Pd. as the Dean of Tarbiyah Faculty (as well
as my Academic Advisor) and Mrs. Mujahidah, M.Pd. as the Chief of English
Program of IAIN Parepare who led the researcher to find out the good issue to
study about.
3. To the examiner commissions, Mr. Dr. Abdul Haris Sunubi, M.Pd. and Mr.
Hamzah Selle, M.Pd. who has given some corrections as well as suggestions for
something error and missed in this research.
4. To all beloved lectures of Tarbiyah Faculty, for all superior knowledge given to
the researcher during studying in IAIN Parepare which can’t be able to express
how important the knowledge is, especially in conducting her skripsi.
5. To Mrs. Dr. Magdahalena M.Pd., Ms. Dr. Zulfah, M.Pd., Mr. Halim, S.Pd.I., Ms.
Faridah Abd, Rauf, S.Pd.I, M.Pd., Mrs. Hikmahwati Sabar, and Mr. John Peter,
for extraordinary suggestion to drive this research better.
6. To Muhlis, S.Pd.I., Mubarak S.Pd.I, and Mr. Ahsan, M.Pd. who helped and
allowed the researcher with pleasure to access the students’ academic data as
researcher needed.
7. To the staffs of rectorate and academic admission of IAIN Parepare who served
the researcher to complete the administration requirements of the research with
full of patience.
8. To all best friend ever: Desy lestary, Anita Anggraeni Sainuddin, Nur Afika
Ibrahim, Hasniati, Eka Safitri, Suci Ramadhani, Asriani, St. Sakinah, Hasbawati,
Iis Shalihah, Irma Maming, Yuca Yunita, Maman Suryaman, Kahfi, Rusdin,
ix
Muh. Arafah, Rusdi, Dewi Fatma, Winarsih, Andi Desi Suhartina, Sugiarti, Irma
Maming, Big Family of Dormitory of IAIN Parepare, PBI14, TKJb, SMK3R
who always care, pray, support and much more for the researcher about all good
things. Thanks for always staying near by the researcher and being ready to give
a hand whenever the researcher needs.
9. To all the respondents who have undertaken the paraphrasing task and spared
their time to interview.
10. Very special thanks to the researcher’s big family who always support and love
the researcher unconditionally.
At last, the researcher deeply realizes that this research still needs many more
constructive criticism and suggestions. Therefore, it would be highly appreciated if
somebody would like to critique, correct, as well as suggest for something that is still
error or missed in this research. However, the researcher hopes that what this research
has presented about could give something beneficial especially for the education
world in Indonesia.
Parepare, February 1st, 2019
The researcher,
x
DECLARATION OF AUTHENTICITY OF THE SKRIPSI
The writer who signed the declaration bellow:
Name : INTAN PERTIWI
Student Reg. Number : 14.1300.042
Birthday date and place : Salokaraja, November 5th
, 1993
Study Program : English
Faculty : Tarbiyah
Title of the Skripsi : Students’ Paraphrasing Techniques in Writing (A Study
at the Senior Students of English Program of IAIN
Parepare)
stated that she herself conducted this skripsi. If it can be proved that is copied,
duplicated or complied by other people, this skripsi and degree that has been gotten
would be postponed.
Parepare, January 8th
, 2019
The writer,
xi
ABSTRACT
Intan Pertiwi. Students’ Paraphrasing Techniques in Writing (A Study at the Senior
Students of English Program of IAIN Parepare). (Supervised by Hj. Nurhamdah and
Ismail Latif)
This study examined students’ paraphrasing techniques, paraphrasing
acceptability, as well as obstacles in paraphrasing at senior students of English Program
of IAIN Parepare in academic year of 2018-2019. The researcher conducted this
research in qualitative approach with deciding 26 students as the respondents by
purposive sampling. The data was collected by a paraphrasing task (consisted of 5
paragraphs) given to the students and interviewing.
After analyzing the data, the researcher found that the paraphrasing technique
frequently used by students is to change the synonym technique because they feel easy
to paraphrase by this technique. Otherwise, they very rare used the technique to change
positive into negative (vice versa), change structure of idea, combine two sentences, as
well as changing clause into phrase (vice versa). Besides, they often paraphrased the
passage in near copy and minimal revision.
The researcher also found that all students were not able to produce an
appropriate paraphrase because failed to meet all the good paraphrasing criteria. The
students were very often to forget citing the source. Moreover, most of students
produce the paraphrase which is included as the paraphrase plagiarism because simply
changed the word with its synonym and keep the sentence structure still same as the
original.
By data of interviewing analysis, the researcher found that the students faced
several obstacles: (1) being difficult to find out the appropriate synonym to change the
word on original text, (2) being difficult to understand the unfamiliar term (3) being
confused how to restructure the sentence in new style, and (4) don’t understanding how
to paraphrase. All the obstacles were caused by (1) lack of vocabulary, (2) very rare to
practice the paraphrasing, (3) ineffective class when learning, (4) lecturer teaching
technique which is a little bit unsuccessful to drive the students comfortable in
studying, and also (5) limited knowledge of paraphrasing techniques.
Key words: senior students, plagiarism, paraphrasing, paraphrasing techniques.
xii
CONTENTS
COVER ................................................................................................................... ii
SUBMISSION PAGE ............................................................................................ ..iii
ENDORSEMENT OF CONSULTANT COMMISSIONS ....................................... iv
ENDORSEMENT OF SUBMITTED ....................................................................... v
ENDORSEMENT OF EXAMINER COMMISSIONS ............................................. vi
ACKNOWLEDGMENT ........................................................................................ .vii
DECLARATION OF AUTHENTICITY OF THE SKRIPSI .................................... .x
ABSTRACT ............................................................................................................ xi
CONTENTS .......................................................................................................... .xii
LIST OF TABLES ............................................................................................... ..xiv
LISTS OF FIGURE ............................................................................................... .xv
LIST OF APPENDICES ...................................................................................... ..xvi
CHAPTER I INTRODUCTION
1.1 Background .................................................................................. 1
1.2 Problem Statement ........................................................................ 6
1.3 Objective of the Research ............................................................. 6
1.4 Significance of the Research ......................................................... 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Previous Related Research Findings ........................................... 8
2.2 Some Pertinent Ideas ................................................................ 12
2.2.1 The Writing Concept ..................................................... 12
2.2.2 Academic Writing and Plagiarism ................................. 18
2.2.3 Paraphrasing ................................................................. 27
xiii
2.3 Conceptual Review .................................................................. 37
2.4 Conceptual Framework ............................................................ 39
CHAPTER III RESEARCH METHOD
3.1 Research Design ....................................................................... 40
3.2 Location and Duration of the Research ..................................... 40
3.3 Research Focus ........................................................................ 40
3.4 Data Resources ......................................................................... 40
3.5 Data Collection Technique ....................................................... 41
3.6 Data Analyzing Technique ....................................................... 41
CHAPTER IV FINDINGS AND DISCUSSIONS
4.1 Findings ................................................................................... 43
4.1.1 Students’ Paraphrasing Techniques ................................. 43
4.1.2 Students’ Paraphrasing Acceptability .............................. 68
4.1.3 Students’ Obstacles in Paraphrasing ............................... 73
4.2 Discussions .............................................................................. 81
4.2.1 Students’ Paraphrasing Techniques ................................. 81
4.2.2 Students’ Paraphrasing Acceptability .............................. 83
4.2.3 Students’ Obstacles in Paraphrasing ............................... 84
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion ................................................................................. 88
5.2 Suggestion .................................................................................. 89
BIBLIOGRAPHY .................................................................................................. 92
APPENDICES ....................................................................................................... 95
xiv
LIST OF TABLES
Number of
Table Title of the Tables Pages
2.1 Taxonomy of Paraphrasing Types 36
4.1 Students’ Paraphrasing Frequently-Used Techniques 44
4.2 Acceptability of Technique Changing Synonym of Word 52
4.3 Acceptability of Technique Changing Word Order 54
4.4 Acceptability of Technique Changing Active into Passive
Sentence (Vice Versa)
57
4.5 Acceptability of Technique Changing Positive into
Negative Sentence (Vice Versa)
58
4.6 Acceptability of Technique Expand Phrase for Clarity 59
4.7 Acceptability of Technique Shorten Phrase for
Conciseness
60
4.8 Acceptability of Technique Changing Clause into Phrase
(Vice Versa)
61
4.9 Acceptability of Technique Combine Two Sentences 62
4.10 Acceptability of Technique Changing Part of Speech 63
4.11 Acceptability of Technique Changing Transition 64
4.12 Acceptability of Technique Changing Structure of Idea 66
4.13 Students Plagiarism Types 72
xv
LIST OF FIGURE
Conceptual Framework .......................................................................................... 39
xvi
LIST OF APPENDICES
Number of
Appendices
Title of the Appendices Pages
1 Paraphrasing Task 95
2 Students’ Paraphrasing Text 97
3 Interviewing-Question List 127
4 Research Photo Documentation 128
5 Research License 129
1
CHAPTER I
INTRODUCTION
1.1 Background
In Oxford Dictionary, language is “the communication system both in speech
and writing that people used in a particular country”1. The people who want to master
a language have to know the skills of language for them to seriously be learnt about.
The skills are Listening, Speaking, Reading, and Writing skills.
Indonesia as one of many countries around the world determined foreign
language, English, as a subject to be learnt by its people because it is an international
language. It drives Indonesian is included as English Foreign Language (EFL)
students. As the EFL students, Indonesian has to be involved with all components of
language in learning process for mastering English. For this case it is no less
essential for the writing skills as well as Kaharuddin said that writing skills is one of
four skills which have to be involved by a foreign language student in the learning
process.2
By having the writing skills, people can write thousand words beautifully for
being learnt by other people. Also, writing skills will drive the people to make a great
creativity. It can be a useful skill for workplace such as in journalistic world. Besides
they can be able to make a great short story, drama scenario, and even academic
1Oxford, Learners Pocket Dictionary (fourth edition, New York: Oxford University, 2011), p.
247.
2KaharuddinBahar, Transactional Speaking, A Guide to Improve Transactional Exchange
Skills in English for Group (GD) and Interviews (first edition, SamataGowa: GUNADARMA ILMU,
2014), p. ix.
2
writing. That is why writing skills is very necessary to be involved in students’
learning process because it is very important thing to be mastered. Icy Lee also
thought the same thing that how important the writing skills is. She stated that:
“Writing plays an important role in all stages of life from early education to college and beyond. It allows students to communicate ideas, develop creativity and critical thinking, and build confidence. Effective writing skills contribute to academic success and are considered a useful asset in the workplace . . . The growing importance of written communications, ranging from informal writing for social networking to more formal writing for academic studies, has made the acquisition of writing skills an important priority for young L2 learners.”3
However, writing is not easy to do even in own mother tongue. It is even more
intricate to arrange a paragraph in a foreign language. This is based on Taiseer
Mohammed Y. Hourani’s point of view. He stated that,
“Writing is a difficult process even in the first language. It is even more complicated to write in a foreign language . . . Writing in a foreign language often presents the greatest challenge to the students at all stages, particularly essay writing because in this activity, writing is usually extended . . .”4
From his explanation, it is also identified from the word “particularly essay
writing” that the academic writing is the significant challenge for students to do. It
must be more challenged to write than a short paragraph. In other hand, the students
have to master in creating an academic writing because it is the students’ duty. This
case drives the students would never be separated from the academic writing.
In wider, according to Official Website of Love to know, academic writing is
each writing that is done for fulfilling a student duty as a requirement of a university
3Icy Lee, Classroom Writing Assessment and Feedback in L2 School Contexts (Singapore:
Springernature, 2017) p. 1.
4Taiseer Mohammed Y. Hourani, “An Analysis of the Common Grammatical Errors in the
English Writing made by 3rd Secondary Male Students in the Eastern Coast of the UAE” Institute of
Education British University in Dubai: (Dissertation; Institute of Education of the British University
Dubai: Dubai, 2008), p. 1.
3
and also has an academic setting5. It means that, all the writing which is set with the
academic setting because of certain purpose of university business is as the academic
writing.
The common academic writings that are faced by students in a university are
essay, short and research paper. Many courses give a requirement for students to
compose the academic writing. The most important problem is if they would get their
scholar. They have to make a research paper at the time.
The problem is when the students just create the research paper without
paying attention at the ethics in creating it. It drives the students to do a plagiarism
while plagiarism is the really prohibited activity. Therefore, the students have to
avoid it.
One of the ethics that has to always be paid attention by students is to always
appreciate the other people’s works or ideas. It means that the students respect for
intellectual property6. This case is very important to be known by students because
basically every student needs other people’s ideas to support their work in academic
writing. It is necessary to take it in order to make the academic writing more valid
and acceptable. Therefore, the students have to always give acknowledgment for
every idea that has been cited as the appreciation for the other people’s work or ideas.
That is an effort to avoid the plagiarism.
Unless in fact, commonly the people also the students, usually take a fast way
to make an academic writing include for doing the research. They usually only take
5Your Dictionary, “Definition of Academic Writing”, Official Website of Love to know.
http://grammar.yourdictionary.com/word-definitions/definition-of-academic-writing.html (accessed on
January 13, 2018).
6Unstick Me, “Things Consider Ethics Academic Writing”, Official Website of Unstick me.
Unstick.me/things-consider-ethics-academic-research/ (accessed on February 8, 2018).
4
other work then claim it as their own work. It definitely drives the student to do the
plagiarism. For example, in UK there are over 50,000 students have been proven
done plagiarism in previously year7. As this case, a statement posted full on
PlagiarismAdvice.org. as cited in Robert Creutz supported the plagiarism
phenomenon in the world. The website presented the fact that the plagiarism which is
penalized varies a lot from university to university around the world8. It means that
Indonesia is included the country in this case.
However, datum that showed plagiarism in Indonesia is what was posted in
Didaktika news. There were at least two people from two universities mentioned on
that news done the plagiarism9. It was just few of several phenomena of plagiarism in
Indonesia.
It is very important to know that the plagiarism is also a crime so it has a
consequence absolutely. People who have done the plagiarism are certainly punished.
It is based on Act of the Republic of Indonesia Number 20 year 2003 (UU No. 20
tahun 2003 tentang SISDIKNAS) explained that,
“An academic, professional, or technical and vocational degree awarded shall be revoked, if his/her thesis/dissertation is a plagiarism (article 25 verse (2). A graduate whose academic work for obtaining degree set forth in Article 25 verse (2) is found to be plagiarism, shall be liable to imprisonment of up to
7Scan My Essay, “Consequences of Plagiarism”, Official Website of Scan My Essay.
https://www.scanmyessay.com/plagiarism/consequences-of-plagiarism.php (accessed on March 23,
2018).
8Robert Creutz, “Plagiarism Punishment”, Official Website of Robert Creutz.
http://www.ithenticate.com/plagiarism-detection-blog/bid/52974/Plagiarism-
Punishment#.WouajjSqrIU (accessed on February 20, 2018).
9LPM DIDAKTIKA, “Masalah Serius Plagiarisme dari Kampus ke Kampus”, DIDAKTIKA.
August 2017. http:// www.didaktikaunj.com/2017/08/masalah-serius-plagiarisme-dari-kampus-ke-
kampus/ (accessed on July 2, 2018).
5
two years and/or to a maximum fine of Rp. 200.000.000,00 (two hundred million rupiahs)—(article 70).”10
Above explanations show how danger of the plagiarism is so it is really a
necessary for avoiding it. That is why the students should paraphrase the original text
in their every academic assignment11. Laurie stated that it is one of some ways to
avoid plagiarism12. To paraphrase means that someone has to explain or rewrite
other’s idea or information by their own words and keep the original purpose of the
idea also usually keep the length text13.
Several paraphrasing techniques have been introduced. Stephen Bailey’s
theory is one of some theories explained the technique to paraphrase14. Students have
to understand the techniques perfectly so they can paraphrase correctly without
missing any idea of the source.
Therefore, the researcher conducted the research titling “Students’
Paraphrasing Techniques in writing” which is a study focused on senior students of
English Program IAIN Parepare as the research object due to consideration that they
are about to conduct a research as their final project for finishing their study from the
university as the requirement. Therefore, all the senior students should be able to
10 Act of the Republic of Indonesia Number 20 Year 2003 on National Education System, pdf.
http:// mediafire.com/file/g31eq3wo1dg8cmo/ (accessed on July 2, 2018).
11Stephen Bailey, Academic Writing a Handbook for International Student (second edition,
New York: Routledge Taylor and Francis Group, 2006) p. 7.
12Laurie Eckblad Anderson, “The Paraphrasing Process of Native Speakers: Some
Implications for the ESL Classroom”, MinneTESOL/WITESOL Journal, Vol. 13, 1955-96,
http://conservancy.umn.edu/bitstream/handle/ (accessed on July 2, 2018) p.105.
13UNE (University of New England), “Paraphrasing and Summarizing”. Academic Skills
Office.http://www.une.edu.au/data/assets/pdf_file/0003/13458/WE_Paraphrasing-and-summarising.pdf
(accessed on December 8, 2018).
14 Stephen Bailey, Academic Writing a Handbook for International Student), p. 29-30.
6
conduct the research without plagiarizing others’ by at least being able to paraphrase
correctly with appropriate techniques.
For this reason, by this research, the researcher aimed to find out which
paraphrasing techniques frequently used by them, the acceptability of their
paraphrasing, as well as the obstacles commonly faced by them in paraphrasing. For
the researcher, by investigating then exposing these cases would show important
information for many sides.
1.2 Problem statement
1.2.1 What is the technique which is frequently used by senior students of English
Program of IAIN Parepare in paraphrasing?
1.2.2 Is the paraphrasing produced by senior students of English Program of IAIN
Parepare as an acceptable one or not?
1.2.3 What are the obstacles faced by senior students of English Program of IAIN
Parepare in paraphrasing?
1.3 Objective of the Research
1.3.1 To find out what paraphrasing technique is frequently used by senior students
of English Program of IAIN Parepare.
1.3.2 To know that is the paraphrasing produced by senior students of English
Program of IAIN Parepare an acceptable one or not.
1.3.3 To find out the obstacles faced by senior students of English Program of IAIN
Parepare in paraphrasing.
7
1.4 Significance of the research
1.4.1 For theoretical significance, this research may become a useful literature for
the next related research.
1.4.2 Practical Significance
1.4.2.1 For the lecturer, by knowing the students’ obstacles faced by senior students
in paraphrasing, the lecturer can find out the effective way to overcome it.
1.4.2.2 For the students, this research can show about their ability in paraphrasing so
they may take an effort to master it more for avoiding the plagiarism in
research as well as other kinds of academic writing.
1.4.2.3 For the researcher, it can be a way to learn about the research more, and
uncover something new of an issue in English Education that maybe many
other researchers can’t expose it.
8
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Previous Related Research Findings
A research conducted by Laurie Eckblad Anderson under the title “The
Paraphrasing Process of Native Speakers: Some Implications for the ESL Classroom”
was one of the related research with this current study. The researcher was interested
to conduct that study because she realized about the ESL students’ low ability in
reading comprehension as well as their writing skills. Once, the researcher found her
students’ difficulties in rewriting an appropriate note contains the full ideas of the
reading passage. They can’t capable to find the ideas of the passage as well as to put
it on the paper by their own words. Based on that case, Laurie considered conducting
the study by studying the paraphrasing process of two native speakers by using verbal
report methodology. This study aimed to find the information which might help the
ESL students to paraphrase appropriately based on the native speaker way. The
researcher finally found it. Then, she conducted the taxonomy of paraphrasing
strategies based on what the native speaker did when paraphrasing. It would be
helpful for the ESL or non-native speaker students in learning and composing the
paraphrasing and also the teacher in teaching it. The researcher hoped that it would
drive the ESL students to be master in paraphrasing.1
The next study which related with this current research is Beleven
Khrismawan’s study under the title “English Text paraphrase Produce by Advanced
1Laurie Eckblad Anderson, “The Paraphrasing Process of Native Speakers: Some Implications
for the ESL Classroom”, MinneTESOL/WITESOL Journal, Vol. 13, (1955-96),
http://conservancy.umn.edu/bitstream/handle/ (accessed on July 2, 2018).
9
Indonesian EFL Students”. The aim was to find out about Indonesian Advanced
Students’ paraphrasing perception, cognitive and meta-cognitive strategies, and
students’ paraphrasing quality as well as their paraphrasing appropriateness. He
designed this study under a qualitative framework and study for four participants.
They are the students from good and poor group of graduate students English
Language Teaching. The method of this second related research was similar with
Laurie’s study (above). Beleven asked the participants to paraphrase and in the same
time, the researcher received verbal report from the participants about every effort
they did in finishing the paraphrasing. The researcher found the participants’
cognitive and meta-cognitive strategy based on that verbal report. Besides, the
researcher also interviewed the participants retrospectively to more find about the
related information for the research. Then, the researcher found that the students’
paraphrasing perception is good but it did not guarantee the producing of appropriate
paraphrasing. The good students were able to paraphrase in excellent to very good
and the poor students were in fair to poor. Then, the quality of the students’
paraphrasing of both participants’ groups were moderate revision based on Keck’s
taxonomy of paraphrasing types which a type that “1-19% words contained within
simple links”. Above all, the researcher suggested the next researcher to study more
about wider language groups.2
The other related research of this current study is the study conducted by
Ming-Tzu and Chiung-Ying Tseng, “Students’ Behaviors and Views of Paraphrasing
and Inappropriate Textual Borrowing” in an EFL Academic Setting”. This third
2 Beleven Khrismawan, “English Text paraphrases Produced by advanced Indonesian EFL”,
(a thesis; English language teaching Graduate Program: Malang, 2012), http://karya-
ilmiah.um.ac.id/index.php/disertasi/article/view/22981 (accessed on July 2, 2018).
10
related research is also not much different with the two previous related researches
presented above. The researcher of this related research also tried to find the
correlation between the EFL student paraphrasing perception and their behaviors in
paraphrasing. Then, they found a contradiction about it after she studied for the
paraphrasing produced by ninety-five of Taiwan postgraduates and undergraduates
and analyzed the questionnaire. The data showed that the EFL students can’t conduct
an appropriate paraphrase although they affirm surely that mastering the paraphrasing
skills is a seriously thing in conducting an academic writing for avoiding the
plagiarism. The factors of that problems were identified by the researcher that it was
because students less of practicing it and sufficient meta-cognitive and also strategies
even about the immature cognitive development. Finally, the researcher gave
suggestions that the students have to improve the paraphrasing skills so that they can
perform the appropriate paraphrase and also the students should practice to
paraphrase regularly as the crucial skills in writing course. 3
Then, the next related research of this current study is “The Effectiveness of
Paraphrasing Strategy in Increasing University Students’ Reading Comprehension
and Writing Achievement” by Diah Maulida Hans. The researcher of this fourth
related research tried to improve the students’ reading comprehension and writing
achievement by the paraphrasing strategy. The paraphrasing strategy contained the
step of pre-paraphrasing and while-paraphrasing steps. The researcher explained four
steps of the pre-paraphrasing and three techniques that students may use when
3Ming-Tzu Laio and Chiung-Ying Tseng, “Students’ Behaviors and Views of Paraphrasing
and Inappropriate Textual Borrowing in an EFL academic setting”, Journal of pan-Pasific Association
of Applied Linguistics, 14 (2) no. 1345-83535/00, (2010), http://files.eric.ed.gove/EJ920542 (accessed
on July 3, 2018).
11
transfer the ideas of the passage into their own words. By two steps of the
paraphrasing strategy, the researcher was successful to prove that the paraphrasing
strategy was effective to improve students’ reading comprehension and writing
achievement. 4
There were many researches that related with this current study, but the
researcher only showed four. She believed that studying about academic writing was
an important thing as many researchers did. That was why the researcher considered
conducting also the study related with it especially about the paraphrasing as four
studies above which come from different countries. Hopefully by this study, she can
expose something beneficial for Language Education especially in Indonesia.
Above all, every study should have a difference and even expose something
new from the previous research. Then, the difference of this research with other is the
emphasizing to expose what techniques used by students in paraphrasing.
As explained before, Laurie Eckblad Anderson’s research in 1995, studied
about the process of native speaker in paraphrasing then made the paraphrasing
taxonomy strategies and hope that it could give the non-native speaker an effective
way to produce an acceptable paraphrasing as the native speaker did. Then, Ming-Tzu
Laio and Chiung-Ying Tseng in 2010 also studied about paraphrasing but it was such
an evaluation about the correlation between students’ paraphrasing perception and
their ability to produce it. Then, Beleven Khrismawan studied a case that is similar
with Ming-Tzu Laio and Chiung-Ying Tseng study, but they studied in different
subject. Ming-Tzu Laio and Chiung-Ying Tseng studied the EFL graduate and
4 Diah Maulida Hans, “The Effectiveness of Paraphrasing Strategy in Increasing University
Student’s Reading Comprehension and Writing Achievement”, (a research report, Sriwijaya
University: Palembang, tt) http:// download.prtalgaruda.org/article-php%/ (accessed on July 2, 2018).
12
postgraduate students. Otherwise, Beleven Khrismawan studied the EFL good and
poor students in equal level. Then, the last researcher is Diah Maulida Hans who
studied about the paraphrasing strategy which had an aim to improve EFL students’
reading comprehension and writing achievement.
As final point, this current research is different of those studies above
although it has similarity. This research focused on studying the paraphrasing
techniques used by students. It presented what paraphrasing techniques used by
students frequently; whether their techniques drive them to achieve the acceptable
paraphrase or not. Furthermore, the researcher also interviewed the respondents in
order to find out their obstacles in paraphrasing as other researches did. The
researcher believed that the more information we get about this case, the better it will
be.
2.2 Some Pertinent Ideas
This research studied about paraphrasing. Therefore, this research was related
with some theories such us writing skills, academic writing, plagiarism, and of course
paraphrasing. In this section, the researcher presented some related theories which
were pertinent with those terms for supporting this research conducting.
2.2.1 The Writing Concept
According to Oxford dictionary, writing is “activity of writing”5. It refers to
the act putting ideas in text whether print or non-print. Writing skill is a necessary
part of communication. It is a kind of communication constructed through graphics
symbols and arranged according to certain issue to form words till made a sentence
5 Oxford Learner’s Pocket Dictionary, p. 516.
13
up. The sentence is logically and grammatically connected in order to form a piece of
writing6.
In official website of Mass Communication talk, writing involves both a
writer as the encoder and the reader as the decoder. The Good writing skills would
drive people to encode and decode a message clearly. Communicative writing means
the written has the orthography to build a grammatically correct sentence which has
high potential to send the reader understanding the message. Orthography + lexis +
grammar + meaning = communicative writing7.
2.2.1.1 Genres of Writings
There are some genres of writing as presented below. According to H.
Douglas Brown, the genres below are the most genres that a second language writer
might produce commonly.
2.2.1.1.1 Academic writing:
Some kinds of writing below are included as the academic writing:
1. papers and general subject reports
2. essay, compositions
3. academically focused journals
4. short-answer test responses
5. technical reports (e.g., lab reports)
6. theses, dissertation
6Mass Communication talk, “Language Skills & Communicative Abilities-Definition and
technique of writing skill”, Official Website of Mass Communication Talk.
www.masscommunicationtalk.com/definition-and-technique-of-writing-skill.html (accessed on March
26, 2018).
7Mass Communication talk, “Language Skills & Communicative Abilities-Definition and
technique of writing skill” (accessed on March 26, 2018).
14
2.2.1.1.2 Job-related Writing:
Some kinds of writing below are included as the Job-related Writing:
1. messages (e.g., phone messages)
2. letters/emails
3. memos (e.g., interoffice)
4. reports (e.g., job evaluations, project reports)
5. schedules, labels, signs
6. advertisements, announcements
7. manuals
2.2.1.1.3 Personal writing:
Some kinds of writing below are included as the personal writing:
1. letters, emails, greeting card, invitations
2. messages, notes
3. calendar entries, shopping lists, reminders
4. financial documents (e.g., checks, fax forms, loan applications)
5. forms, questionnaires, medical reports, immigration documents
6. diaries, personal journals
7. fiction (e.g., shot stories, poetry)8
2.2.1.2 Types of Writing performance
Types of writing performance below are what H. Douglas Brown explained on
his book9.
8H. Douglas Brown, Language Assessment—Principles and Classroom Practices (United
Stated of America: Longman/Pearson Education, Inc., 2004), p. 219.
9H. Douglas Brown, Language Assessment—Principles and Classroom Practices, p. 220.
15
2.2.1.2.1 Imitative Writing
The imitative writing is a level at which learners are trying to master the
mechanic of writing. The learners are able using the correct spelling and perceive
phoneme-grapheme correspondence in the English spelling system.
2.2.1.2.2 Intensive Writing
This category is beyond the fundamental of imitative writing. This skill
produces appropriate vocabulary within context, collocations and idioms, and correct
grammatical features up to the length of a sentence. It needs the meaning and context
as the importance one to determine the correctness and appropriateness.
2.2.1.2.3 Responsive Writing
This type shows the writer’s ability mastering the fundamentals of sentence-
level grammar and more focused on the discourse conventions that will achieve the
objectives of the written text. It requires learners to perform at a limited discourse
level, arrange sentences into a paragraph and creating a logically connected sequence
of two or three paragraphs. This genre of writing included brief narratives and
descriptions, short reports, lab reports, summaries, brief responses to reading, and
interpretations of charts or graphs.
2.2.1.2.4 Extensive Writing
Extensive writing implies successful management of all the process and
strategies of writing for all purposes, up to the length of an essay, a term paper, a
major research project report, or even a thesis. Writers focus on achieving a purpose,
organizing and developing ideas logically, using details to support or illustrate ideas,
demonstrating syntactic and lexical variety, and in many cases, engaging in the
16
process of multiple drafts to achieve a final product. Focus on grammatical form is
limited to occasional editing or proofreading of a draft.
2.2.1.3 Micro and Macro skills of Writing
Each of the four parts of language proficiency involves both a variety of micro
and macro skills. In Sarmiento’s and Chermilyn’s point of view, the micro and macro
skills are the particular capability that makes people communicate effectively10.
Especially for micro- and macro skills of writing, Brown as cited on Ha Thi Thanh
Nguyen stated that they are known as sub-constructs of writing11. In addition, Yuanita
Damayanti also stated that the micro and macro skills can be used in teaching writing
as well as assessing writing12. The micro and macro skills of writing are provided
below.
2.2.1.3.1 Micro Skills
According to Allan E. Barsky as cited on official website of oxford university
press, micro skills is usually taught about communication skills which is as basic
10 Sarmiento & Chermilyn J, exposition about the four Macro Skills and Applications in the
Workplace, https://id.scribd.com/doc/65781360/Intriduction-Macro-skills (accessed on December 25,
2018).
11Ha Thi Thanh Nguyen, “Micro and Macro Skills in Second Language Academic Writing: a
Study of Vietnamese learners of English” (a thesis; Department of Linguistics, Southern Illinois
University Carbondale: Carbondale, 2016), p. 4. http://opensiuc.lib.siu.edu (accessed on April 12,
2018). p. 5
12Yuanita Damayanti, “Micro and Macro Skills of Writing Found in the Writing Exercises of
the Bridge English Competence for SMP Grade VIII”, (A report research: English Department, Faculty
of Language and Arts, Semarang state university: Semarang, 2009), p. 24. http://lib.unnes.ac.id/2409/
(accessed on April 12, 2018).
17
first13. Brown as cited on Ha Thi Thanh Nguyen presented the following micros skill
characteristics OF writing. They are:
1. Produce graphemes and orthographic patterns of English.
2. Produce writing at an efficient rate of speed to suit the purpose.
3. Produce an acceptable grammatical system (e.g., tense, agreement, pluralization),
patterns, and rules.
4. Express a particular meaning in different grammatical forms.
5. Use cohesive devices in written discourse.14
2.2.1.3.2 Macro skills
According to Sarmiento & Chermilyn J, macro skills is “essential for the
primary, key, main, and largest skill set relative to a particular context”15. It means
that, the macro skills is wider than the micro skills. Furthermore, Brown as cited on
Ha Thi Thanh Nguyen also introduced the macro skills characteristics as provided
below. They are:
1. Use the rhetorical forms and conventions of written discourse.
2. Appropriately accomplish the communicative functions of written texts according
to form and purpose.
13Oxford Bibliographies, Microskills, official website of Oxford University Press,
www.oxfordbibliographies.com/view/document/obo-9780195389678/obo-9780195389678-0017.xml.
(accessed on December 25, 2018)
14 Ha Thi Thanh Nguyen, “Micro and Macro Skills in Second Language Academic Writing: a
Study of Vietnamese learners of English” (a thesis; Department of Linguistics, Southern Illinois
University Carbondale: Carbondale, 2016), p. 4. http://opensiuc.lib.siu.edu (accessed on April 12,
2018). p. 4
15 Sarmiento & Chermilyn J, exposition about the four Macro Skills and Applications in the
Workplace, https://id.scribd.com/doc/65781360/Intriduction-Macro-skills (accessed on December 25,
2018).
18
3. Convey links and connections between events, and communicate such relations as
main idea, supporting idea, new information, given information, generalization,
and exemplification.
4. Distinguish between literal and implied meanings when writing.
5. Correctly convey culturally specific references in the context of the written text.
6. Develop and use a battery of writing strategies, such as accurately assessing the
audience’s interpretation, using prewriting device, writing with fluency in the first
drafts, using paraphrases and synonyms, soliciting peer and instructor feedback,
and using feedback for revising and editing.16
As a final point, the micro skills apply more appropriately to imitative and
intensive types of writing performance in which they tend to describe about the
mechanical of writing and at the level of word, such as cohesive device, past verb,
etc. Conversely, the macro skill covered wider areas of writing, such as the form and
the communicative purpose of a written text, main idea and supporting idea, the
literal and implied meaning writing, etc. Thus, it is not only about word but it is about
the whole written text.
2.2.2 Academic Writing and Plagiarism
2.2.2.1 The Glimpse of Academic Writing
Olivia Valdes defined the academic writing as following. She stated,
“Academic writing is characterized by evidence-based arguments, precise word choice, logical organization, and an impersonal tone... academic writing is of course, any formal written work produced in an academic setting”17
16H. Douglas Brown, Language Assessment—Principles and Classroom Practices, p. 221.
17Olivia Valdes, “An introduction to Academic Writing”, Official Website of Olivia Valdes.
http://www.thoughtco.com/what-is-academic-writing-1689052 (accessed on April 6, 2018).
19
Academic writing refers to a writing form which is required to allow the
academic setting. It must contain precise word choice and some others necessary
elements. The following explanation — as cited from libguides.usc.edu — would
make clear those stylistic elements which are as the most college-level research
papers require to be careful attention with.
First is the big picture. It means that on composing the academic writing, an
author is required to use the formal and logical fiction. The cohesion of a text and
possessing the idea logically is a necessity to be contained in academic writing so it
can become a unified whole form which has connection each entire text. It aims to
drive the reader more easily be able to follow one’s argument.
The second element is the tone. It means that the author is expected to
investigate the research problem from an authoritative point of view. Besides, he or
she should explain the ideas confidently by using the neutral language which is not
show any conflict or dismissive.
The third element is diction. It refers to the use of choice words. It is very
important to be paid attention because sometimes there is a word that has same
detonation with other word but it has very different connotations. That is why the
author must be careful in using the diction. It is necessity to use concrete words that
convey the appropriate meaning.
The fourth element is the language. It means that the academic writing has to
contain the unambiguous language. The using of concise and formal language must
be maintained. Besides, the author should express the message precisely.
The fifth is the punctuation. The punctuation of academic writing must be
used very deliberately. It also influences the narrative tone.
20
The next element is the academic conventions. This is about the
acknowledgment. This is important because it is not only as defense of against
allegation of plagiarism but also it allows the reader to identify the source used to
independent verity of the findings and conclusions. Besides, the author must follow
the other convention, such as avoiding slang, emotive language, contraction, etc.
The other element is evidence-based Arguments. It means that the author of
an academic writing needs to support his or her opinion with evidence from scholarly
sources. This is extremely important when offering solution to problems.
The last element is thesis-driven. It means that the beginning point is a
particular perspective, idea, or position applied to the chosen research problem. A
problem statement without the research questions does not qualify as academic
writing because it would not establish how the problem would be solved. This
element drives the author to suggest a method for gathering data to understand the
problem better.
The last element is the complexity and higher-order thinking. Academic
writing addresses complex issues that require high-order thinking skills to
comprehend. This is also one of the main functions of academic writing that describes
and explains the significance of complex ideas as clearly as possible.18
Above all, someone who composes academic writing usually does the
plagiarism. Plagiarism can define simply as an action to steal other creativity without
citing the source. The following explanation is talk more about plagiarism.
18USC Libraries. “Research Guides, organizing your social sciences research paper: Academic
Writing Style”, Official Website of Usc libraries. libguides.usc.edu/writingguide/academicwriting
(accessed on April 6, 2018).
21
2.2.2.2 Definition of Plagiarism
Plagiarize in Oxford Dicti onary, is “to copy another person’s work, words,
ideas, etc. and pretend that they are one’s own.”19 Then, according to American
Journal Expert, plagiarism is a form of academic lawlessness and can lead to
discharged from college and other research institutions, be a rejected article or
retractions from journals, and drive them to be discredited as a researcher20.
Moreover, In Bela Gipp’s point of view, plagiarism is the usage of someone’s
property i.e. ideas, concepts, words, structure in the absence of giving an
appropriateness acknowledgment of the source as the requirement of getting the
original creation as an expectation thing. As a summing up, the plagiarism means
using someone else’s idea or certain information—usually on academic writing—
without giving an acknowledgment appropriately which may cause a negative impact
to the subject of plagiarism itself. Furthermore, it is a prohibited thing to do and
would be a serious offence.
2.2.2.3 Plagiarism Form
AJE (American Journal Experts) website provided the forms of plagiarism
which are the most commonly identified. They are:
2.2.2.3.1 Verbatim Plagiarism
This form refers to a text that only rewrites someone else’s idea by copying
text word-for-word. The quotation marks or citation is ignoring.
19 Oxford Learner’s Pocket Dictionary, p. 334.
20American Journal Experts, “Defining Plagiarism”, Official Website of American Journal
Expert. www.aje.com/en/arc/editing-tip-defining-plagiarism/ (accessed on April 6, 2018).
22
2.2.2.3.2 Plagiarism of Ideas
This form is using someone else’s necessary idea, whether in the form of a
theory, an interpretation, data, a method, an opinion, or new terminology, without
giving acknowledgement, even if it explained by paraphrasing21.
Besides, there are four plagiarism types in Hamp-Lyons & Courter point of
view as cited on Tra Thi My Dung. They are outright copying, paraphrase plagiarism,
patchwork plagiarism, and stealing an apt term. The following explanation about the
plagiarism kinds as well as the example of them was taken from Tra Thi My Dung
thesis22.
1. Outright copying or word-for-word plagiarism is when a text was written
precisely with all the words of original text without giving the quotation mark
and citing the source.
Example:
Original: While the education Act of 1870 laid the groundwork for the provision
of elementary or primary education for all children in England and Wales, it was
not until the implementation of the 1944 Education Act that all girls and boys
were entitled to a secondary education. Indeed, the decades immediately
following the Second World War saw such a rapid increase in educational
provision-in the USA, and many countries of Western and eastern Europe, as
well as in Britain - that some writers refer to the ‘educational explosion’ of the
1950s and 1960s
21American Journal Experts, “Defining Plagiarism”, Official Website of American Journal
Expert. www.aje.com/en/arc/editing-tip-defining-plagiarism/ (accessed on April 6, 2018).
22 Tra Thi My Dung, An Investigation in Paraphrasing Experienced by Vietnamese Students
of English in Academic Writing, a thesis: Ministry of Education and Training University of Da Nang,
Da Nang, 2010. p. 29-30
23
Paraphrase1: While the education Act of 1870 laid the groundwork for the
provision of elementary or primary education for all children in England and
Wales, it was not until the implementation of the 1944 Education Act that all
girls and boys were entitled to a secondary education. Indeed, the decades
immediately following the Second World War saw such a rapid increase in
educational provision-in the USA, and many countries of Western and Eastern
Europe, as well as in Britain - that some writers refer to the ‘educational
explosion’ of the 1950s and 1960s.
2. Paraphrase plagiarism is when the idea of original text was simply written by
substituting the certain words with its synonym as well as the phrases however it
could be identified that it contains too much words of the original text.
Paraphrase2: the education Act of 1870 put down the basis for providing
primary education for every child in the United Kingdom. It was not, however,
until the establishment of the 1944 Education Act that all male and female
children were given the right to education at secondary school.
3. Patchwork plagiarism is when someone takes several proportion words of
original text into her/his paraphrasing text which is rearranged differently.
Paraphrase3: The right to elementary education for every child in England and
Wales was established in the 1870 Education Act. However, the right to
secondary education had to wait until the implementation of the 1944 education
Act. Following that act, in many countries of the world, there was such a rapid
increase in educational provision that it was called the ‘educational explosion’ of
the 1950s and 1960s.
24
4. Stealing an apt term is when a text contains a particular group of words of the
original text because that particular group of words is determined as interesting
term.
Paraphrase4: In England and Wales, all 5 year all children have had the right to
an education since 1870. This has not, however, been the case for 11 years old,
who had to wait until 1944 for a national system of secondary education. Once
this system was established, though, secondary education expanded rapidly in the
decades immediately following the Second World War.
2.2.2.3 Plagiarism Phenomenon
Several studies have been conducted that talked about plagiarism. The first is
a study of plagiarism phenomenon in European countries by Paulo C. Dias and Ana
Sofia C. Bastos. It shows that 46.5% of 334 secondary students of seven countries in
Europe admitted that they often copy and paste the book in the absence of
acknowledgment. There are 46.7% of them who often copy from interne without
acknowledging and 36% of them who do in sometimes-frequency. Students’ reasons
of doing the plagiarism are because “the easy access to new technologies, the
propensity to get better grades, laziness, poor time management, and the expectation
that they won’t be caught.” Also, they rather believe that their teacher will do nothing
of their plagiarism or may at least just give such a warning for not doing it again.23
Besides, survey shows from 8000 students in USA and Canadian Campus
that there were 38% undergraduate and 25% graduate students who rewrite several
parts of someone’s idea that at least of a few sentences without giving
23 Paulo C. Dias and Ana Sofia C. Bastos, Plagiarism Phenomenon in European Countries:
Results from GENIUS Project, Procedia-social and Behaviour Sciences, 116 ( 2014 ) 2526 –
2531(2013), p. 2528-2529 www.sciencedirect.com (accessed on August 6, 2018)
25
acknowledgment. Moreover, the copy and paste (outright) and shake and paste
(paraphrase) form is detected as the plagiarism form which is used dominate.24
While in Indonesia, the same case also exists. Didaktika news is one of
several sources that talk about this. In Didaktika news there were at least two people
from two universities in Indonesia who are proved plagiarized other work.25
There were many other cases that similar as above plagiarism phenomena
around the world, but the researcher only provided a few cases here.
2.2.2.4 Plagiarism Law
Indonesia really paid attention with the plagiarism and copyright. That is why
in Indonesia there are several laws that have been conducted that related with it. The
laws are:
1. Act of the Republic of Indonesia number 20, year 2003 on National Education
System (on article 25 verse 2 and article 70).26
2. The Act of Republic of Indonesia number 19, year 2002 on Copyright (on article
2 verse 1, article 3 verse 1 and 2, article 12, article 15, and article 26 verse 1.27
3. Permendiknas number 17 year 2010 on Pencegahan Penanggulan Plagiat di
Perguruan Tinggi (on article 1 verse 1).28
24Bela Gipp, Citation-based Plagiarism Detection – Detecting Disguised and Cross-Language
Plagiarism using Citation Pattern Analysis, p. 13.
25LPM DIDAKTIKA, “Masalah Serius Plagiarisme dari Kampus ke Kampus”, DIDAKTIKA.
Agustus 2017.http:// www.didaktikaunj.com/2017/08/masalah-serius-plagiarisme-dari-kampus-ke-
kampus/ (accessed on July 2, 2018).
26Act of the Republic of Indonesia Number 20 Year 2003 on National Education System, pdf.
http:// mediafire.com/file/g31eq3wo1dg8cmo/ (accessed on July 2, 2018).
27Act of Republic of Indonesia number 19, year 2002 on Copyright, pdf. www.dgip.go.id/uu-
no-19-th-2002. (accessed on July 2, 2018).
28Permendiknas number 17 year 2010 on Pencegahan Penanggulan Plagiat di Perguruan
Tinggi, pdf. www.ut.ac.id (Accessed on August 8, 2018).
26
2.2.2.5 Avoiding-Plagiarism Way
This part talks about the way for avoiding the plagiarism as cited on
Wrtiecheck website. Writecheck website provided six ways to avoid the plagiarism29.
Someone should be at least following all of the ways as showing below for avoiding
the illegal act, plagiarism. They are:
1. Paraphrase
2. Cite
3. Quoting
4. Citing Quotes
5. Citing Your Own Material
6. Referencing
Stephen Bailey also presented the way to avoid the plagiarism. He stated that
someone is required to paraphrase ad summarize the original to avoid plagiarism30.
Summarize means that someone rewriting other ideas and maintain the information in
more briefly text and paraphrasing is rewriting other ideas and also maintaining the
purpose information of the original source but still keeping the length text. This
research will study more about one way of a number of the ways explained above. It
is the paraphrasing which is more clearly discussed on following explanation.
29Writecheck, Ways to Avoid Plagiarism. Official website of Writecheck,
www.writecheck.com/ways-to-avoid-plagiarism. (Accessed on August 8, 2018).
30Stephen Bailey, Academic Writing a Handbook for International Student (second edition,
New York: Routledge Taylor and Francis Group, 2006) p.7.
27
2.2.3 Paraphrasing
According to oxford dictionary, paraphrasing is “to express what somebody
has said or written using different words.”31 In other hand, Stephen Bailey stated that
paraphrasing involves changing a text so that it is quite different from the source but
the meaning32. It concluded that paraphrasing is a way of presenting someone’s idea
by restating the ideas completely with different style of original text.
According to Laurie Eckblad Anderson, it is very necessary to learn the
paraphrasing because an effective paraphrasing would avoid the plagiarism which is
as a crime. It is also supported by Amaudet’s and Barret’s point of view as cited in
Laurie that mastering the paraphrasing proves students understanding about what they
have read then perform it in the writing style perfectly33 as well as in academic
writing without trying to exact copy the others’ ideas. Then, It means that basically
constructing a paraphrasing involve as well as improve the reading and writing skills
even English thinking so it must drive people to success in every academic activity
certainly34. In short, it is enough to show the fact that how important the paraphrasing
skill to be mastered is.
2.2.3.1 The paraphrasing techniques
The techniques to paraphrase a text are explained below which were based on
Stephen’s explanation35.
31 Oxford Learners Pocket Dictionary, p. 317.
32Stephen Bailey, Academic Writing a Handbook for International Student, p. 29.
33Laurie Eckblad Anderson, “The Paraphrasing Process of Native Speakers: Some
Implications for the ESL Classroom”, p. 105
34Laurie Eckblad Anderson, “The Paraphrasing Process of Native Speakers: Some
Implications for the ESL Classroom”, P.105
35 Stephen Bailey, Academic Writing a Handbook for International Student, p. 29-30.
28
1. Changing Vocabulary
Changing vocabulary in paraphrasing means that the writer has to substitute a
certain word with its appropriate synonym in order to maintain the information
correctly.
For example:
help > assist
important > crucial
trade > commence
The following sentence is taken from Stephen’s book. The italic and underline
words below are the words which need a synonym to paraphrase it.
“The growth of the car industry parallels the development of modern capitalism. Then, the synonyms of those words are shown on sentence below: The rise of the automobile industry matches the progress of contemporary capitalism.”36
2. Changing Word Class (Part of Speech)
In this second technique, it needs to change the word class of certain words of
the original text. It may change a noun to be an adjective, an adjective to a noun, an
adjective to an adverb, etc.
For example:
logic (n.) > logical (adj.)
clear (adj.) > clearly (adv.)
produce (v) > production (n.), etc.
The following example of changing the word class in paraphrasing is also
taken from Stephen’s book.
36 Stephen Bailey, Academic Writing a Handbook for International Student, p. 29.
29
“In the 1920s Alfred Sloan’s management theories helped General Motors to become the world’s dominant car company.
The sentence below shows the word class change of those words.
In the 1920s, with help from the managerial theories of Alfred Sloan, General Motors dominated the world’s car companies.”37
3. Changing Word Order
This technique of paraphrase is the way to arrange the paraphrase of a text
with changing the word order.
For example:
Title of the story > the story title
The following example is taken from Stephen’s book:
“Original: At this time, trades unions became increasingly militant in defense of their members’ jobs.
Paraphrase: At this time increasingly militant trades unions defended their members’ jobs.”38
Above all, other paraphrasing techniques were also introduced by several
scientists as cited in Laurie (4-7)39 and by Jackie Pietrick as cited in Tra Thi My
Dung (8-11)40.
4. Change the structure via clauses or phrases (vice versa), by Armudet and
Barzet
Example, “Original: Although neurons come in many different shapes and sizes, they are all specialized to receive and transmit information. (adverb clause)
Paraphrase: The different shaped and sized neurons are all specialized to receive and transmit information. (noun phrase)”
37 Stephen Bailey, Academic Writing a Handbook for International Student, p. 29.
38 Stephen Bailey, Academic Writing a Handbook for International Student, p. 30.
39P. Laurie Eckblad Anderson, “The Paraphrasing Process of Native Speakers: Some
Implications for the ESL Classroom”, 107-109.
40Tra Thi My Dung, An Investigation in Paraphrasing Experienced by Vietnamese Students of
English in Academic Writing, p.13 & 15
30
5. Combine 2 sentences into one using relative clause, by Latulippe
Example, “original: Matter occupies space and has mass. All things are made of matter.
Paraphrase: Everything is made up of matter, which has mass and takes up space.”
6. Change sentence active to passive (vice versa), by Armudet and Barret
Example, “original: Social motives play a very important role. Paraphrase: a very important role is played by social motives.”
7. Changing transition techniques, by Latulippe
Example, “original: (1) Since electric car batteries must be recharged every day, we will have to build more electric power plants”
Paraphrase: Electric car batteries must be recharged every day; therefore, we
will have to build more electric power plants.
Original: (2) while hunger, thirst, and sleepiness cause a person to seek food, drink, or sleep, pain leads to escape or avoidance rather than to seeking
Paraphrase: Whereas pain leads to escape or avoidance (rather than to seeking), hunger, thirst, and sleepiness cause a person to seek food, drink, or sleep.”
8. Changing positive to negative (vice versa), by Jackie Pietrick
Example, “original: Americans consider someone who looks them in the eye to be honest. A person who looks down or looks away, in contrast, is suspected of being dishonest.
Paraphrase: for people from the US, not looking someone in the eye is an indication of not telling the truth, while meeting a person’s eye is a sign that they telling the truth.”
9. Expand Phrase for Clarity, by Jackie Pietrick
Example, “original: A college student usually has homework to do. Paraphrase: A person going to college typically has to study at home.”
10. Shorten phrases for conciseness, by Jackie Pietrick
Example, “original: in 1610, Galileo published a small book describing astronomical observations that he had made the skies above Padua. His homemade telescopes had less magnifying and resolving power that most beginners’ telescopes sold today. Yet with them he made astonishing discoveries that the moon has mountains and other topographical features; that Jupiter is orbited by satellites, which called planets; and that the Milky Way is made up of individual stars. (The New York 20 August, 2007).
Paraphrase: Galileo was able to make some amazing discoveries with this telescope. He made discoveries about the moon, about Jupiter, and the Milky Way. He was able to do this with a telescope that was less powerful than even today’s most basic telescopes.”
31
11. Changing structure of idea, by Jackie Pietrick
Example, “original: statements that seem complimentary can go in one context may be inappropriate in another (1). For example, women in business are usually uncomfortable if male colleagues of superiors compliment them on their appearance (2); the comments suggest that the women are being treated as visual decoration than as contributing workers (3). (10, p. 323)
Paraphrase: women may feel uneasy upon receiving ordinary positive comments on their appearance from male coworkers or supervisors (2). To these women, the remarks carry an implied meaning: instead of being thought of as productive employees, they are actually being viewed as just a pretty part of the atmosphere (3). Depending on the situation, words or expressions which appear favorable actually be unsuitable in a conversation (1).”
All the paraphrasing techniques presented above, according to Jackie Pietrick
as cited in Tra Thi My Dung could be classified into three categories. They are
syntactic paraphrasing techniques which talk about changing structure and grammar,
semantic paraphrasing techniques which talk about changing word and changing
organization technique which talks about changing the structure of idea41. In Tra Thi
My Dung’s thesis, Jackie Pieterick basically only provided eight of eleven
paraphrasing techniques presented above for being classified. They are changing
word order, part of speech, synonym, active into passive sentence, positive into
negative sentence, expand phrase for clarity, shorten phrase for conciseness, and
changing structure of idea. However, the other three techniques which are taken by
other reference; changing clause into phrase, transition and combine 2 sentences, also
could be included as the part of those paraphrasing techniques categories because
those other three techniques also talk about changing grammar, structure, and/or
word.
Therefore, the syntactic paraphrasing techniques are included changing word
order, active into passive sentence, positive into negative sentence, clause into phrase,
41 Tra Thi My Dung, My Dung, An Investigation in Paraphrasing Experienced by Vietnamese
Students of English in Academic Writing, p. 12-15
32
expand phrase for clarity, shorten phrase for conciseness and combine 2 sentences.
Next, the semantic paraphrasing techniques are included changing part of speech,
synonym, and transition. The last, changing paraphrasing organization technique is
included changing structure of idea itself.
2.2.3.4 Good Paraphrasing
They are Stephen Bailey, Adams and Dwyer, and Tra Thi My Dung that have
presented the criteria of a good paraphrasing. Besides, it is also posted on www.
Clarion.edu>paraphrasing.
Stephen Bailey stated that a good paraphrase is perfect meaning maintenance
while the wording is totally different.
The text below was taken from Stephen Bailey and would show that which
one as a good paraphrasing of a text is.
“Original: Ancient Egypt collapsed in about 2180 BC. Studies conducted of the mud from the River Nile showed that at this time the mountainous regions which fed the Nile suffered from a prolonged drought. This would have had a devastating effect on the ability of Egyptian society to feed itself.
Paraphrase 1: The sudden ending of Egyptian civilization over 4,000 years ago was probably caused by changes in the weather in the region to the south. Without the regular river flooding there would not have been enough food.
Paraphrase 2: Research into deposits of the Egyptian Nile indicate that a long dry period in the mountains at the river’s source may have led to a lack of water for irrigation around 2180 BC, which was when the collapse of Egyptian society began.”42
Two examples paraphrase above explained that the paraphrasing 2 is the best
paraphrase among the two examples because it still maintained the meaning perfectly
although in different words. Besides, it was composing by a good technique of
paraphrasing, include changing vocabulary, the word class and the word order.
42 Stephen Bailey, Academic Writing a Handbook for International Student, p. 29.
33
Next, Adams and Dwyer as cited in Lurie presented three criteria of a good
paraphrasing. They are “(1) about the same length as the original, (2) the meaning of
the original is maintained, (3) the reader/writer changes applicable vocabulary and
grammar from the author’s style to one’s own style”43.
Furthermore, Tra Thi My Dung stated that a good paraphrase should: “(1)
Include all important ideas mentioned in the original passage but not in the same
order, (2) Keep the length approximately the same as the original, (3) not stress any
single point more than another, (4) not change the meaning by adding your own
thoughts or views, (5) not use the original sentence structure.”44
The last, official website of Clarion University also posted three requirements
for somebody to produce a good paraphrasing that perfectly avoids the plagiarism. On
that website, somebody is required to “(1) use their own words to convey the
information, (2) use their sentence structure as the original, (3) cite the source and
page number”45.
Other example of paraphrasing is provided below that would showed which
paraphrasing that meet the criteria of a good paraphrasing is. It is Robert L. Jackson’s
& Doreen Jackson‘s original text from page 374 as cited from Clarion University
website.
Original: “If parliament is to maintain its status as the most important in Canadian political life, it has to amend its internal procedures and its external relations with other political actors.
43Laurie Eckblad Anderson, “The Paraphrasing Process of Native Speakers: Some
Implications for the ESL Classroom”, P. 106.
44 Tra Thi My Dung, My Dung, An Investigation in Paraphrasing Experienced by Vietnamese
Students of English in Academic Writing, p. 33-34.
45 Clarion University, “Characteristic of Effective Paraphrase”, Official Website of Clarion
University. www. Clarion.edu>paraphrasing (accessed on April 6, 2018).
34
Paraphrase: (1) To maintain its status as a central institution in Canadian politic, parliament must amend its internal procedures and external relations with politicians.
Paraphrase: (2) According to Robert and Doreen Jackson, to retain its preeminence in Canadian politics parliament must change how its functions, inside and out. (Jackson & Jackson 1990, p. 374)
The paraphrase (1) is determined as an unacceptable paraphrase because the
writer of the paraphrase did what the prohibited thing to do in paraphrasing which
make him/her produce a paraphrase that is as plagiarism. In official website of
Clarion university, it posted that if someone did one or all of the following activity in
paraphrasing, it would be produce an acceptable paraphrasing because it is included
as plagiarism.
1. Only moves certain words and phrases around in the sentence
2. Simply replaces a few words with synonyms
3. Uses the same sentence structure as the original
4. Doesn’t cite the source46
It is similar with what Hamp-Lyons considered. He stated,
“The types of incomplete or improper paraphrasing or plagiarism are Copying the author’s exact words with no quotation marks or citations given; Small changes made to the author’s grammar and wording, but style of original remains; Rearranging exact pieces of the original-with no other changes made, but quoting; a well-written or well-chosen word or phrase of the author’s”. 47
Next, the paraphrase (2) is determined as the acceptable paraphrase because it
is written in different wording and style from the original text while the meaning is
maintainable. Moreover, the source is also cited. The paraphrase (2) meets all the
good paraphrasing criteria.
46Clarion University, “Characteristic of Effective Paraphrase”, Official Website of Clarion
University. www. Clarion.edu>paraphrasing (accessed on April 6, 2018).
47Laurie Eckblad Anderson, “The Paraphrasing Process of Native Speakers: Some
Implications for the ESL Classroom”, p. 106.
35
In short, the good paraphrasing criteria could be 4 based on what explained in
previous part of this chapter. These following criteria are as combination between
what Stephen Bailey, Adams and Dwyer, and Tra Thi My Dung had considered and
also what official website of Clarion University had posted. They are,
1. The meaning of the original is maintained
2. The reader/writer changes applicable vocabulary and grammar from the author’s
style to one’s own style (Use their own words to convey the information and Use
their sentence structure)
3. About the same length as the original
4. Cite the source and page number
2.2.3.5 The taxonomy of Paraphrase Types
It is Keck who introduced the taxonomy of paraphrase types. The types of a
paraphrase could be identified by this taxonomy. Keck presented four paraphrasing
types based on the unique links of the paraphrasing produced by someone as
following table. They are near copy, minimal revision, moderate revision, and
substantial revision48.
48Casey keck, “Copying, paraphrasing, and academic writing development: A re-Examination
of L1 and L2 summarization practices” Journal; of Second Language Writing 25 (2014), p. 9.
http://www. Researchgate.net>keck (accessed on July 2, 2018).
36
Table 2.1 Taxonomy of Paraphrase Types
Paraphrase
Types Lexical Criteria
Linguistic
Characteristics Example
Original Excerpt
Children speak more
like adults, dress more
like adults and behave
more like adults than
they used to.
Near Copy 50% or more
words contained
within unique
links
Copied strings of 5
or more words
Simplification
through synonym
substitution and
delectations
Nowadays, children’s
behavior more like
adults than they used
to.
Minimal
Revision
20-45% words
contained within
unique links
Copied strings 0f 3-
4 words
Multiple synonym
substitution
Children are acting
more and more like
adults every day.
Moderate
Revision
1-19% words
contained within
simple links
Borrowing of 1-2
word phrases
Combination and
the revision of
Modern children seem
to be behaving,
through dress and
speech, like adults at
37
clause structure
(e.g., ing to
clause)
an alarmingly young
age.
Substantial
Revision
No unique links Borrowing of
individual word
Revision of clause
structures
Use of synonymous
constructions, often
in the form of
complex noun
phrases
It seems like the
things that children do
and even the clothes
that they wear are
more adult-like than
ever before.
Note: Kekc explained, “unique links, or word strings that could be traced to only one place in the original text, are bolded and underlined. Words shared by both the paraphrase and the original excerpt, but which occurred multiple times in the source text, are underlined”49
2.3 Conceptual Review
This part presents the explanation of this research title. The title of this current
research is Students’ Paraphrasing Techniques in Writing (A Study at the Senior
Students of English Program of IAIN Parepare).
Paraphrasing techniques means that the several ways which can be used in
restating precisely someone’s idea into someone’s own words as well as style
differently from the original text. The techniques which are studied in this current
49Casey keck, “Copying, paraphrasing, and academic writing development: A re-Examination
of L1 and L2 summarization practices” p. 9. http://www. Researchgate.net>keck (accessed on July 2,
2018).
38
research are the techniques in rewriting the information of a text in different style. It
means that it is included as activity in while-paraphrase (making changes to the
original text), not in pre-paraphrase. This is included in writing skills.
Senior students means that the students of a university are in forth year level.
It means that they are the students who are in the 7th and 8th semester. The senior
students in this research are the senior students of English Program in IAIN Parepare
in 2018-2019 academic year. They were as the seventh semester students when this
research was being conducted.
39
2.4 Conceptual Framework
Academic
Writing Plagiarism
Paraphrasing
Academic
Writing Ethics
Avoiding
Plagiarism
Analyzing by:
Stephen Bailey’s, Kecks’ and other scientists’ theories of paraphrasing techniques. In addition:
(Good paraphrasing criteria (to determine students’ paraphrasing acceptability)
Interviewing analysis (to find out the students’ paraphrasing obstacles)
Writing Skills Senior students
Description of Students paraphrasing
techniques, paraphrasing acceptability, as well
as obstacles they faced.
Students’
Paraphrasing
Techniques
40
CHAPTER III
RESEARCH METHOD
3.1 Research Design
This research was a qualitative descriptive research that described the
paraphrasing techniques used by senior student in constructing paraphrasing.
Moreover, this study has no treatment.
3.2 Location and Duration of the Research
The research took place at IAIN PAREPARE. The researcher studied the
English Program students especially for the senior student in 2018-2019 academic
years. This research took about four months to complete it that begins from the
collecting (August 2018) data till finishing the data analysis (December 2018).
3.3 Research Focus
This research focused on studying about the paraphrasing produced by senior
students. It talked about students’ paraphrasing techniques, paraphrasing
acceptability, as well as their obstacles that faced by them in paraphrasing.
3.4 Data Resources
This study analyzed the paraphrase produced by a number of senior students
who have learnt about paraphrasing. The participants were decided by purposive
sampling. L. Gay, Geoffrey and Peter stated that purposive sampling technique is the
technique which is mostly used in a qualitative research1. By the purposive sampling,
1L.R. Gay, Geoffrey E. Mills and Peter W. Airasian, Educational Research Competencies for
Analysis and Applications, p. 142.
41
the researcher selected 26 students based on the score they got on Writing 4 class. In
IAIN Parepare, the students learnt about paraphrasing on Writing 4 level. Therefore,
the selected students were considered that they know about the paraphrasing.
Additionally, this study also got the data from interviewing. The selected
respondent are interviewed several questions to get the information of the obstacles
they faced in composing paraphrase.
3.5 Data Collection Technique
Some techniques of collecting data are used in this research. The first, the
researcher used the paraphrasing task for collecting the data of the paraphrasing
techniques used by students and their paraphrasing acceptability. The second
technique is the interview. The researcher interviewed the students some questions to
know the students’ obstacles in composing a paraphrase.
3.6 Data Analyzing Technique
The data of this research were analyzed by Reading, Memoing, and
Classifying as what L.R.Gay presented on his book as following explanation.
Because this study has two types of data so the data will be analyzed
sequentially by following steps which is adopted in L.R. Gay’s et.al. book.
3.6.1 Reading/Memoing
This is the first step in analysis. In this step, the researcher read and wrote all
the data which has been collected. For the data of paraphrasing task, it read through
then was given some notes around that task or underlined the important section. In
other hand, the data of interviewing was transcribed then the researcher tried to
understand it clearly.
42
3.6.2 Describing
The next step was describing. In this step, the researcher described the data
comprehensively. The paraphrasing produced by students was described to provide
both the students’ paraphrasing techniques and its acceptability. The theories of
paraphrasing techniques presented by Stephen Bailey, Keck, and other Linguists are
used to analyze the paraphrasing techniques produced by students and the theory of
the good paraphrasing criteria presented by Stephen Bailey, Adams and Dwyer, and
Tra Thi My Dung as well as what official website of Clarion University had posted
are used to analyze the students paraphrasing acceptability. Then, the interviewing
results described to provide both the students’ obstacles in paraphrasing.
3.6.3 Classifying
This step categorized the data into themes. It provided the meanings or
understandings category. The categories, of course, finally provided the interpretation
of the data analysis which was basically the purpose of this study itself that answered
the research problem statement.2
2L.R. Gay, Geoffrey E. Mills and Peter W. Airasian, Educational Research Competencies for
Analysis and Applications, p. 468.
43
CHAPTER IV
FINDINGS AND DISCUSSIONS
This part deals all the research findings as an answer of the problem
statements. Therefore, this part presents three findings sections as many as the
number of the problem statements i.e. talk about the students’ paraphrasing
techniques, paraphrasing acceptability, and the students’ obstacles in paraphrasing.
Moreover, this part also presents the discussions sections as the analysis of the
findings of the research.
4.1 Findings
4.1.1 Students’ Paraphrasing Techniques
This part presents the paraphrasing techniques used by 26 senior students as
the research respondents who paraphrased a passage which consists of five
paragraphs. The researcher presented which technique is frequently used by students
among eleven techniques presented in this research (Chapter II) which have been
introduced by some Linguists. Besides, the researcher also presented the paraphrasing
types in order to know the way student paraphrased it, whether the students
paraphrased the passage in near copy, minimal Revision, Moderate revision, or
Substantial Revision (as the taxonomy of paraphrasing types). Firstly, the following
table is showing what the paraphrasing technique which is frequently used by the
students.
44
Table 4.1 Students’ Paraphrasing Frequently-used Techniques
No. Respondent
Kinds of Paraphrasing Techniques
Changing
Word
Order
Active
versus
Passive
Positive
versus
negative
Expand
Phrase
for
Clarity
Shorten
phrases for
conciseness
Clause
to
phrase
(vice
versa)
Combine
2
sentence
Changing
Part of
Speech
Synonym
Transi-
tion
Changing
Structure
of Ideas
1 Student1 8 4 0 6 6 1 0 2 19 4 0
2 Student2 2 0 0 4 0 0 0 0 92 10 0
3 Student3 4 3 1 7 4 0 0 5 31 6 0
4 Student4 0 0 0 1 0 0 1 0 23 3 0
5 Student5 0 0 1 6 4 0 0 0 11 1 3
6 Student6 3 0 2 3 0 0 0 4 39 2 0
7 Student7 2 0 0 1 2 0 0 2 9 1 0
8 Student8 1 0 0 0 0 0 0 3 44 2 1
9 Student9 0 0 0 4 0 0 0 2 9 6 0
10 Student10 2 1 0 1 5 0 2 0 12 1 0
11 Student11 0 0 0 1 0 0 0 0 8 0 0
12 Student12 2 0 0 0 0 0 0 1 3 0 0
13 Student13 2 2 1 3 1 0 0 4 25 1 0
14 Student14 1 0 1 2 0 0 0 1 115 9 0
15 Student15 0 0 0 0 0 0 0 0 0 0 0
16 Student16 1 0 0 0 0 0 1 2 35 4 0
17 Student17 7 0 2 1 0 0 0 3 23 0 0
18 Student18 0 0 0 6 4 0 0 0 11 1 3
19 Student19 4 1 1 0 1 0 0 1 16 2 0
20 Student20 0 0 0 0 0 0 0 2 124 6 0
45
No. Respondent
Kinds of Paraphrasing Techniques
Changing
Word
Order
Active
versus
Passive
Positive
versus
negative
Expand
Phrase
for
Clarity
Shorten
phrases for
conciseness
Clause
to
phrase
(vice
versa)
Combine
2
sentence
Changing
Part of
Speech
Synonym Transi-
tion
Changing
Structure
of Ideas
21 Student21 2 0 0 0 2 0 0 0 11 5 0
22 Student22 2 0 1 0 3 1 0 1 28 0 0
23 Student23 0 0 0 5 1 0 0 2 126 7 0
24 Student24 1 0 0 0 0 1 0 4 9 1 0
25 Student25 1 1 0 1 7 0 0 0 6 1 0
26 Student26 5 0 0 1 0 0 0 0 19 4 1
Total 50 12 10 53 40 3 4 39 848 77 8
46
The Table 4.1 above informs that the paraphrasing technique which is most
frequently used by students is to change synonym of word. The techniques sequence
is provided below:
1. Changing Synonym, used 848 times by 96% respondents
2. Changing transition, used 77 times by 81% respondents
3. Expand phrases for clarity, used 53 times by 65% respondents
4. Changing word order, used 50 times by 69% respondents
5. Shorten phrases for conciseness, used 40 times by 46% respondents
6. Changing part of speech, used 39 times by 61% respondents
7. Changing Active voice to passive voice (vice versa), used 12 times by 23%
respondents
8. Changing positive into negative (vice versa), used 10 times by 31% respondents
9. Changing structure of idea, used 8 times by 15% respondents
10. Combine two sentences, used 4 times by 11% respondents
11. Changing clause into phrase (vice versa), used 3 times by 11% of respondents.
The following paraphrasing is one example of all the paraphrasing produced
by respondents.
Note:
1. The symbols on paraphrasing below are as code which means that:
W. ord. : Changing word order
Act. vs Psv. : Active vs passive
Pst. vs Ng. : Positive vs negative
Cls. vs Phrs : Changing clause to phrase (vice versa)
47
exp. : Expand phrase to clarity
shrtn. : Shorten phrase for conciseness
comb. : Combine 2 sentences
P.o.S. : Changing parts of Speech
sy. : Synonym
trans. : Transition
strofi. : Changing structure of ideas
2. The passage consists of five paragraphs; 14 sentences; 39 clauses; and 364 words.
First paragraph
Original: People live in a multilingual world that is becoming increasingly
globalized and it is therefore very important to know more than one language. There
are three main reasons for this: an additional language can help people progress in
their career, people gain an awareness of other cultures, and it helps increase people
understanding and knowledge of their own language.
Paraphrase: It is important to know more than one language because
nowadays people live in multilingual world that is becoming increasingly globalized.
There are three fundamental purposes behind this era. An extra dialect could
assistance in individuals advancement in their career, people pick up familicity with
other culture, and it serve more knowledge and information of their own language.
The student paraphrased this first paragraph by using several paraphrasing
techniques; changing word order, synonym, and expanding the phrase for clarity. The
first sentence of this paragraph was paraphrased by changing the word order. She
wrote down the second main clause of the original source (at first sentence) as the
first main clause, otherwise, she wrote down the first main clause of the original
W.ord.
Sy.
Exp.
Sy.
Sy.
Sy.
Sy.
Sy. Sy.
Sy.
Sy. Sy.
48
source as the second main clause. Next, she paraphrased the second sentence by
changing the synonym of word main into fundamental then expanded the word
reason for clarity by writing down the phrase purposes behind this era. After that, she
paraphrased the third sentence by only changing the synonym of several words which
is clearly appeared by underlined word above. In short, the student paraphrased this
first paragraph mostly used the changing synonym techniques.
Second paragraph
Original: More and more job advertisements are now specifying that they
want second, third, and even fourth languages in some cases, and knowing more than
one language opens up people prospects in a highly important way. Furthermore, as
more and more companies begin to trade internationally, people are frequently
beginning jobs for which they need no language skills, but then being asked to
relocate abroad, or offered a promotion that requires language skills. Therefore, it
helps with career enhancement.
Paraphrase: Increasingly amount occuption noticed would presently specify
and they need second, third, even fourth language in some situation, and knowing in
excess of dialect opens up your prospect in an increasingly imperative manner.
Moreover, as an ever increasingly imperative organization start to exchange
universally, people are mostly starting employments for which they require no
language abilities. However, than being requires language aptitude. In this manner, it
assist occupation upgrade.
The students paraphrased this second paragraph by mostly changing the
synonym in 26 changes, then by changing the transition words in three times.
Besides, she also paraphrased the sentence this paragraph by changing the word form
of word languages (n pl.) into language (n sing.) and referenced the word people
Sy. Sy.
Sy.
Sy. Sy.
Sy. Sy. Sy. Sy.
trans. Sy. Sy. Sy.
Sy.
Sy.
Sy.
Sy. Sy. Sy.
Sy.
Sy.
Sy.
Sy. trans. Sy. Sy.
Sy.
Sy.
Sy.
Sy. Sy.
trans.
49
prospect into your prospect. Otherwise, to change the word form as this student did is
not existed on paraphrasing techniques introduced by the Linguistic Scientists before
(as what researcher found out on several references as long as conducting this
research).
Third paragraph
Original: The second reason that it is important to know more than one
language is that it increases cultural awareness and allows people to communicate
with different people. All good methods of learning languages also entail learning
about another culture, especially when your language skills get to a higher level. This
awareness allows people from different nationalities and religions to get along with
each other better, which is very important given the high levels of immigration. Many
countries with high immigration levels have trouble with a lack of integration, and
this is often because of the language barrier.
Paraphrase: The next reason that is primary to know more than one language
increases cultural consciousness and permit people to communicate with the other
people. All of good learning language methods also need to learn about another
culture, moreover when the language abilities need more skill level. This mindfulness
permit individuals from various nationalities and religions to get relate with each
other better, which is imperative given the elevated amount immigration. Numerous
countries with high movement level experience difficulty with an absence of
interpretation and this is regularity because of language restriction.
This third paragraph was paraphrased used changing the synonym, transition
and word order techniques. Besides, she also paraphrased a sentence of this third
paragraph by shorten the phrase for conciseness. However, the student still changed
Sy.
Sy.
Sy. Sy.
W.ord. Sy.
trans. Sy.
Sy.
Shortn.
Sy.
Sy.
Sy. Sy. Sy.
Sy. Sy.
Sy.
Sy. Trans.
Sy.
Sy.
Sy.
Sy.
Sy.
Sy.
Sy.
50
the synonym of words mostly to paraphrase this third paragraph as in the first and
second paragraph.
The fourth paragraph
Original: Finally, people should learn additional languages because it helps
with their mastery of their own language and it is proven to be good for the brain.
Some people believe that learning more languages leads to confusion, but besides the
odd words being misused, this is simply not the case. If people learn a new language,
they have to study the grammar from scratch, and therefore end up with a much more
in-depth knowledge of grammar as a whole than people who only speak one
language.
Paraphrase: The last one, individuals ought to know furthermore language
because it supports with authority of their own language and it is turned out to be
useful for the mind. A few people trust that adopting more language prompts
perplexity, yet adjacent to the odd word being abused, this is essentially not the
situation. In the event that you take another language, you need to think about the
sentence structure without any preparation, and in this way end up with a
considerably more top to bottom information of punctuation all in all individuals who
just talk one language.
The student paraphrased this fourth paragraph frequently by changing the
synonym of words in 23 times, then, transition in three times, and also expanding the
phrase for clarity three times.
Fifth paragraph
Original: Overall there can be no denying that learning languages is wholly
positive for individuals and society and that it is highly important to know more than
Sy.
Sy. Sy.
Sy.
Sy. Sy.
Sy.
Sy.
Sy. Sy. Sy. Sy.
Sy.
Sy.
Sy.
Sy.
Sy. Sy.
trans.
Sy.
Sy. Exp.
Sy.
Sy.
trans.
trans.
trans. Exp.
Sy.
Exp.
Sy.
Sy.
51
one language. If more people were multilingual, the world would ultimately be a
happier and more prosperous place.
Paraphrase: By the end large there can be no denying that learning language
is entirely positive for people and society and that is very essential to know many
language. In the event that more individuals were multilingual, the world would
ultimately be cheerful and more wealthy place.
This fifth paragraph was paraphrased also frequently by changing the
synonyms of words as what she did in first until fourth paragraph appeared
previously.
For summing up, the student frequently paraphrased the passage with the
changing synonym of word techniques in 92 times, transition in ten times, changing
word order in two times, shorten the phrase for conciseness once and expand phrase
for clarity in four times. Besides, the student paraphrased the passage by changing the
word form, and also try to referenced some words, such as referenced the word
people progress into your progress which is not as the one of paraphrasing
techniques categorizations of this study talked about.
Moreover, the Table 4.1 only talked about the techniques which students tried
to use without considering the usage of the techniques whether it was as an
appropriate one or not. In other words, the table doesn’t mean that all the techniques
exactly correct to maintain the information of the original source. It just provided the
identified techniques that were used. However, the researcher then presented the
correct techniques used by the respondents in the next table (Table 4.2-4.13) in order
to compare the students’ effort in using the techniques and the correct techniques they
Sy.
Sy.
trans.
Sy.
Sy.
trans.
Sy.
52
did. It aims to allow the researcher considering the respondents’ difficultis in
paraphrase.
Table 4.2 Changing Synonym
No. Respondent Changing Synonym
(times)
Incorrect
(times)
Correct
(times)
1 Student1 19 2 17
2 Student2 92 18 74
3 Student3 31 1 30
4 Student4 23 10 13
5 Student5 11 1 10
6 Student6 39 4 35
7 Student7 9 1 8
8 Student8 44 5 39
9 Student9 9 9 0
10 Student10 12 1 11
11 Student11 8 2 6
12 Student12 3 0 3
13 Student13 25 7 18
14 Student14 115 21 94
15 Student16 35 7 28
16 Student17 23 7 16
17 Student18 11 1 10
18 Student19 16 5 11
19 Student20 124 25 99
20 Student21 11 3 8
21 Student22 28 6 22
22 Student23 126 24 102
23 Student24 9 0 9
24 Student25 6 0 6
25 Student26 19 6 13
Total 848 166 682
53
The table 4.2 above shows that almost all the students used synonym
techniques to maintain the information in paraphrasing. 25 (96%) students decided to
use the synonym techniques. It means only one students that never used it during she
paraphrased the passage. However, in fact, the students still make mistake in
choosing an appropriate synonym. The Table 4.2 above informs that the students
failed to choose the appropriate synonym of words in 166 times from 848 times they
effort to do.
The following are several examples of paraphrase produced with the synonym
techniques. The underlined words of paraphrase are as the synonym of original words
chosen by students. The researcher put “incorrect” under the word which are
inappropriate to substitute the original words and keep the appropriate synonym only
underlined.
1. Original: There are three main reason for this:
Paraphrase1: there are three fundamental reasons for this:
Paraphrase2: There are three principle purposes behind this
2. Original: an additional language can help people progress in their career.
Parpahrase1: by adding language to be known, it can assist to develop their
career.
Paraphrase2: an extra amount language can help people to headway their career.
3. Original: Furthermore, as more and more companies begin to trade
internationally, People are frequently beginning jobs for which they need no
language skills, but then being asked to relocate abroad, or offered a promotion
that requires language skills.
54
Paraphrase: Moreover, as an ever increasing number of organizations start to
exchange universally. Individuals are much of the time starting employments for
which they require the dialects abilities, however then being requested migrate
around, or offered an advancement that requires dialect aptitudes.
Synonym talks about the semantics. Therefore, the researcher determined the
correct/incorrect of the word chosen by students by matching the context of the
sentence with the meaning of the chosen word. The researcher used the Oxford
dictionary to see the meaning of the word then understanding it whether the chosen
word is match to substitute the original word while it still keeps the meaning
completely with the sentence context or not. Other techniques which also talk about
semantic as explained on Chapter II are changing part of speech and transition.
Table 4.3 Word Order
No. Respondent Changing Word Order
(times)
Incorrect
(times)
Correct
(times)
1 Student1 8 0 8
2 Student2 2 0 2
3 Student3 4 1 3
4 Student6 3 0 3
5 Student7 2 1 1
6 Student8 1 0 1
7 Student10 2 2 0
8 Student12 2 0 2
9 Student13 2 0 2
10 Student14 1 0 1
11 Student16 1 1 0
12 Student17 7 5 2
13 Student19 4 1 3
14 Student21 2 2 0
15 Student22 2 0 2
Incorrect
Incorrect
Incorrect Incorrect Incorrect
Incorrect
55
No. Respondent Changing Word Order
(times)
Incorrect
(times)
Correct
(times)
16 Student24 1 0 1
17 Student25 1 0 1
18 Student26 5 2 3
Total
50 15 35
Table 4.3 informs us that only 18 from 25 students who changed the word
order to keep the information when paraphrased the passage. Then, the students failed
to change the word order correctly in 15 times from 50 times they tried to change it.
The examples of changing of word order usage are presented below:
Changing the word order of sentence:
1. Original: People live in multilingual world that is becoming increasingly
globalized and it is therefore very important to know more than one language.
Paraphrase1: It is so important to know more than one language because we are
live in the world that is developing a multilingual globalized. (incorrect)
Paraphrase2: It is very important to know more than one language because we
live in a multilingual world that is becoming to increase globalized. (incorrect)
Paraphrase3: it is crucial to understand more than one language because we are in
the world which has many types of language and it more and more worldwide.
(incorrect)
2. Original: Many countries with high immigration levels have trouble with a lack
of integration and this is often because of the language barrier.
Paraphrase: Because of the language barrier, some countries with high
immigration levels have trouble with a lack of integration. (correct)
56
3. Original: If more people were multilingual, the world would ultimately be
happier and more prosperous place.
Paraphrase: The world would ultimately be a happier and more prosperous place
if more people were multilingual. (correct)
4. Original: This awareness allows people from different nationalities and religions
to get along with each other better which is very important given the high levels
of immigration.
Paraphrase: The high levels of immigration is of people aware that the different
nationalities and religions give positive impact from them selves. (incorrect)
Changing the word order of phrase:
Original: It helps with career enhancement
Paraphrase: it helps with enhancement of career (correct)
Word order talks about the syntax. The researcher determined the
correct/incorrect of the word order produce by students in paraphrasing by checking
the grammar and structure of the sentence or phrase that was changed then compare
with the original sentence whether it still keeps the meaning completely or not.
Sometimes, the students produce paraphrase which keeps the meaning but the
grammar is incorrect. In the contrary, sometimes students produce paraphrase which
has good grammar and structure but it failed to keep the meaning perfectly.
Therefore, the correct word order is determined by all the aspects above. They are
sentence grammar and structure, as well as the meaning maintenance. The same way
is also used for determining the correct/incorrect of students’ paraphrasing which
paraphrased by using the techniques: changing active into passive sentence, positive
57
into negative sentence, expand phrase for clarity, shorten phrase for clarity, and
combine two sentences.
Table 4.4 Active vs. Passive
No. Respondent
Changing Active into passive
Voice (vice versa)
(times)
Incorrect
(times) Correct
(times)
1 Student1 4 0 4
2 Student3 3 0 3
3 Student 10 2 1 1
4 Student13 2 0 2
5 Student 18 1 1 0
6 Student 25 1 0 1
Total 13 2 11
The above Table 4.4 shows that the students paraphrased the passage with
changing the active into passive voice in 13 times. Then, the table shows that the
failure changed is twice only. However, it is very little of the number of students who
paraphrased with this technique. It is only 6 students.
The example of changing active to passive sentence used by students is
presented below:
1. Original: Some people believe that learning more languages leads to confusion.
Paraphrase: confusion is often found in learning other language based on some
people opinion. (correct)
2. Original: The second reason that it is important to know more than one language
is that it increases cultural awareness.
Paraphrase: Cultural awareness can be increased if people know more than one
language and they can communicate with other people. (correct)
58
3. Original: more and more job advertisements are now specifying that they want
second, third, and even fourth language in some cases.
Paraphrase: More than one job advertisements are now specified for one or more
languages. (incorrect)
Table 4.5 Positive vs. Negative
No. Respondent
Changing Positive into
Negative (vice versa)
(times)
Incorrect
(times)
Correct
(times)
1 Student3 1 0 1
2 Student 5 1 1 0
3 Student 6 2 0 2
4 Student13 1 1
5 Student 14 1 1 0
6 Student 17 2 1 1
7 Student 19 1 0 1
8 Student 22 1 1 0
Total 10 5 5
It is clear from the Table 4.5 that the students tried to change the positive
sentence into negative are eight students. They paraphrased the passage with this
technique in ten times but failed to maintain the exact idea in five times.
The example of the changing positive into negative (vice versa) by students is
presented below:
1. Original: Overall there can be no denying that learning languages is wholly
positive for individuals.
Paraphrase: Overall we cannot deny that the language of learning is entirely
positive for individuals (correct)
59
2. Original: people are frequently beginning jobs for which they need no language
skills
Paraphrase: People often start work that they do not need language skills
(correct)
3. Original: people are frequently beginning jobs for which they need no language
skills
Paraphrase: Individuals are much of the time starting employments for which
they require the dialects abilities (incorrect)
Table 4.6 Expand Phrase for Clarity
No. Respondent Expand Phrase for Clarity
(times)
Incorrect
(times)
Correct
(times)
1 Student1 6 0 6
2 Student2 4 2 2
3 Student3 7 0 7
4 Student4 1 1 0
5 Student5 6 1 5
6 Student6 3 0 3
7 Student7 1 0 1
8 Student9 4 2 2
9 Student10 1 1 0
10 Student11 1 0 1
11 Student13 3 0 3
12 Student14 2 0 2
13 Student17 1 0 1
14 Student18 6 0 6
15 Student23 5 0 5
16 Student25 1 0 1
17 Student26 1 1 0
Total
53 8 45
60
The above Table 4.6 clearly informs that 17 students from the total students as
respondents tried to expand the phrases on passage for clarity in 53 times but failed in
8 times.
The following examples is the example of expand phrase for clarity usage.
1. Original: … and therefore end up with a much more in-depth knowledge of
grammar as a whole than people who only speak one language.
Paraphrase: … and thusly wind up with a substantly more inside and out learning of
syntax in general than individuals who just talk one dialect.1 (incorrect)
2. Original: there can be no denying that learning languages is wholly positive for
individuals and society and that it is highly important to know more than one language.
Paraphrase: it may be approving that learning language is completely gives a good
influence for individuals and society.2 (correct)
Table 4.7 Shorten Phrase for Conciseness
No. Respondent Shorten Phrase for Conciseness
(times)
Incorrect
(times) Correct
(times)
1 Student1 6 0 6
2 Student 3 4 0 4
3 Student 5 4 0 4
4 Student 6 0 0 0
5 Student 7 2 1 1
6 Student 10 5 3 2
7 Student13 1 0 1
8 Student 18 4 0 4
9 Student 19 1 0 1
10 Student 21 2 0 2
1 Paraphrased by student9 precisely on fourth paragraph
2 Paraphrased by student1 precisely on fifth paragraph
61
No. Respondent
Shorten Phrase for Conciseness (vice versa)
(times)
Incorrect
(times) Correct
(times)
11 Student 22 3 0 3
12 Student 23 1 0 1
13 Student 25 7 1 6
Total 40 5 35
The Table 4.7 above informs that there are 13 students who tried to maintain
the information with shortening the phrases for conciseness when paraphrased. They
used this technique in 40 times and success maintaining the meaning correctly in 35
times.
Following examples are as the examples of paraphrasing techniques usage of
shorten phrase for conciseness:
1. Original: People live in a multilingual world that is becoming increasingly
globalized and it is therefore very important to know more than one language
Paraphrase: The global era, people must know more than language.3 (incorrect)
2. Original: More and more job advertisements are now specifying that they want
second, third, and even fourth languages in some cases
Paraphrase: and nowadays many job advertisement is needing more than one
language in some cases.4 (correct)
Table 4.8 Changing Clause to Phrase
No. Respondent Changing Clause to Phrase (vice versa)
(times) Incorrect
(times) Correct
(times)
1 Student1 1 0 1
2 Student22 1 1 0
3 Student24 1 1 0
Total 3 2 1
3 Paraphrased by student21 precisely on first paragraph
4 Paraphrased by student19 precisely on second paragraph
62
The Table 4.8 shows clearly that there are only three students who changed
the clause into phrase when paraphrased a passage. Each student of all the three
students only used this technique once. Then, there were two students failed to use
this technique correctly.
The examples of changing clause into phrase (vice versa) usage is as
following examples:
1. Changing from clause into phrase
Original: Furthermore, as more and more companies begin to trade
internationally, people are frequently beginning jobs for which they need no
language skills.
Paraphrase: Because of many international industries, people usually choose
starting their job without any language skill required. (correct)
2. Changing from phrase into clause:
Original: All good methods of learning language also entail learning about
another culture
Paraphrase: All method are good to learn languages also entail learning about
another culture5. (incorrect)
Table 4.9 Combine two sentences
No. Respondent Combine Two Sentence
(times)
Incorrect
(times)
Correct
(times)
1 Student 4 1 1 0
2 Student 10 2 1 1
3 Student 16 1 1 0
Total 4 3 1
5 Paraphrased by respondent24 precisely on third parapgraph.
63
By looking at the table 4.9 above, it is clear enough that the techniques
combine two sentences when paraphrasing is too rare to use by students in
paraphrasing. There are only three students who tried to rewrite the ideas of the
passage in 4 times by this technique. Furthermore, it is only once that is successfully.
It means that, besides it is very rare to used, the students also can’t be able to use it in
completely success maintaining the idea.
Following example are one of several paraphrases produced used by
combining two sentences:
Original: people are frequently beginning jobs for which they need no
language skills, but then being asked to relocate abroad, or offered a promotion that
requires language skills. Therefore, it helps with career enhancement.
Paraphrase: Individuals are much of the time starting employments for which they
require the dialects abilities, however then being requested migrate around, or offered an
advancement that requires dialect aptitudes in this manner, it assits with vacation upgrade.6
(incorrect)
Table 4.10 Changing Part of Speech
No. Respondent Changing Part of Speech
(times) Incorrect
(times) Correct (times)
1 Student 1 2 1 1
2 Student 3 5 0 5
3 Student 6 4 3 1
4 Student 7 2 0 2
5 Student 8 3 3 0
6 Student 9 2 2 0
7 Student 12 1 1 0
8 Student13 4 1 3
6 Paraphrased by student10 precisely on second paragraph
64
No. Respondent Changing Part of Speech
(times)
Incorrect
(times)
Correct
(times)
9 Student 14 1 1 0
10 Student 16 2 2 0
11 Student 17 3 2 1
12 Student 19 1 0 1
13 Student 20 2 2 0
14 Student 22 1 1 0
15 Student 23 2 1 1
16 Student 24 4 4 0
Total 39 24 15
The Table 4.10 above shows that the usage of changing part of speech
technique is used by 16 students in 39 times. However, it is only 15 times that
correctly maintain the exact information of the original passage.
The example of changing part of speech usage is presented below:
1. Original: The world would ultimately (adv.) be a happier and more prosperous
place.
Paraphrase: The world will ultimate (adj.) be a happier and more prosperous
place.7 (incorrect)
2. Original: Therefore, it helps (v) with career enhancement.
Paraphrase: Therefore, this is very helpful (adj.) in raising career.8 (correct)
Table 4.11 Changing Transition
No. Respondent Changing Transition
(times)
Incorrect
(times)
Correct
(times)
1 Student1 4 0 4
2 Student 2 10 3 7
3 Student 3 6 0 6
4 Student 4 3 0 3
7 Paraphrased by student24 precisely on the fifth paragraph
8 Paraphrased by students6 precisely on second parapgraph
65
No. Respondent Changing Transition
(times)
Incorrect
(times)
Correct
(times)
5 Student 5 1 0 1
6 Student 6 2 2 0
7 Student 7 1 0 1
8 Student 8 2 0 2
9 Student 9 6 2 4
10 Student 10 1 0 1
11 Student 13 1 0 1
12 Student 14 9 3 6
13 Student 16 4 0 4
14 Student 18 1 0 1
15 Student 19 2 2 0
16 Student 20 6 4 2
17 Student 21 5 4 1
18 Student 23 7 1 6
19 Student 24 1 1 0
20 Student 25 1 0 1
21 Student 26 4 2 2
Total 77 24 53
To change the transition is one of the favorable techniques for students in
paraphrasing a passage. The Table 4.11 above clearly informs that there are 21
students who tried to rewrite the information of original passage by using this
technique. It means that only 5 students who didn’t used it. The 21 students produced
77 times the transition in paraphrasing the passage. However, 24 times of changing
the transition were incorrect as an appropriate transition to connect the ideas of
sentence in the original passage. It means that the students still have confusion of the
transition usage.
Several examples below are as the example of the usage of changing transition
technique:
66
1. Original: Overall there can be no denying that learning languages is wholly
positive for individuals and society.
Paraphrase1: Completely there can be no denying that learning languages is
wholly positive for individuals and society.9 (incorrect)
Paraphrase2: In conclusion, it may be approving that learning language is
completely gives a good influence for individuals and society.10 (correct)
2. Original: Furthermore, as more and more companies begin to trade
internationally, Paraphrase: Moreover, as more and more companies cemmence
to trade internationally, 11 (correct)
Table 4.12 Changing Structure of Idea
No. Respondent Changing Structure of Idea
(times)
Incorrect
(times)
Correct
(times)
1 Student 5 3 0 3
2 Student 8 1 0 1
3 Student 18 3 0 3
4 Student 26 1 0 1
Total 8 0 8
The Table 4.12 shows that there are only 4 students who paraphrased the
paragraph of the passage. They tried to use this technique in 8 times, and all of them
were correct.
Several examples below are as the examples of the paraphrasing technique
usage of changing structure idea.
1. Original: (1) People live in a multilingual world that is becoming increasingly
globalized and it is therefore very important to know more than one language. (2)
9 Paraphrased by student24 precisely on the fifth paragraph
10 Paraphrased by student1 precisely on the fifth paragraph
11 Parapgrase by student7 precisely on the second paragraph
67
There are three main reasons for this: (3) an additional language can help people
progress in their career, people gain an awareness of other cultures, and it helps
increase people understanding and knowledge of their own language.
Paraphrase: (1) As a creator who lives in modern era it is very crucial to know
more than one language. (3) By knowing many languages will support a career,
make it easier to know the type of culture in other countries and advance the
knowledge. (2) They are a number of reasons that how crucial to know more than
one language.12 (incorrect)
2. Original: (1) Finally, people should learn additional languages because it helps
with their mastery of their own language and it is proven to be good for the brain.
(2) Some people believe that learning more languages leads to confusion, but
besides the odd word being misused, this is simply not the case. (3) If people
learn a new language, they have to study the grammar from scratch, and therefore
end up with a much more in-depth knowledge of grammar as a whole than
people who only speak one language.
Paraphrase: (3) Finally, the people who only learn one language are different
with people who study a new language because they need to study the grammar
from scratch, and end up with a lot of knowledge of grammar completely. (1) So
that’s why people should learn a lot of languages because it helps with their
mastery of their own language and it proves that it is good for the brain. (2)
There are many people believe that learning more than one language leads
12 Paraphrased by student5 precisely on the first paragraph
68
complicating, but in other hand the odd word being misused, this is simply not
the case.13 (correct)
In short, by all the paraphrasing techniques, the technique which is most
frequently used is to change synonym of words technique (used in 848 times with 166
incorrect by 96% students) and the most rarely is to change the clause into phrase
(vice versa) technique which is used in three times with only once correct by 3
students).
In addition, based on the taxonomy of paraphrasing types, the researcher
found that most of student paraphrase the passage in near copy and minimal revision
and very rare to paraphrase it in moderate and substantial revision.
4.1.2 Students’ Paraphrasing Acceptability
This section talks about the paraphrasing acceptability produced by senior
students. The researcher determined the paraphrasing acceptability by following
ways:
1. Identifying the paraphrasing produced by students with several theories that
explained about the good paraphrasing criteria which has been introduced by
Linguists; Stephen Bailey, Adams and Dwyer and Tra Thi My Dung, and also
based on good paraphrasing criteria posted on official website of Clarion
University (provided on chapter II).
2. Identifying whether the paraphrasing produced by senior students is included as
one of the kinds of plagiarism or not. If students’ paraphrasing is included as one
of the plagiarism kinds, it means that the paraphrasing is an inappropriate one.
13 Paraphrased by student8 precisely on fourth paragraph
69
After analyzing the paraphrasing produced by senior students in paragraph by
paragraph, based on the good paraphrasing criteria, the researcher found that most of
the paraphrases were not produced with students’ own sentence structure. They
simply changed the vocabulary with the synonym and keep the sentence structure
same as the original. Besides, almost all students didn’t cite the source of the passage.
It is only one student who tried to cite the authors of the passage. Then, it means that
25 of 26 students (96%) didn’t did it. It is clearly as a fatal mistake in paraphrasing.
The following is the paraphrase that cited the source.
Original: People live in a multilingual world that is becoming increasingly
globalized and it is therefore very important to know more than one language. There
are three main reasons for this: an additional language can help people progress in
their career, people gain an awareness of other cultures, and it helps increase people
understanding and knowledge of their own language.
Paraphrase: It’s so important to know more than one language because we
are live in the world that is developing a multilingual globalized. According to Lena
Glen and Maria Castle, an additional language can help people to increase his
career, people get a consciousness of other cultures, and then it’s can helps to
develop people understanding and knowledge of their own language.
However, this paragraph, the only one cited the source, is as inappropriate
paraphrase. It is because the paraphrase above doesn’t meet the criteria of good
paraphrasing.
The criteria number 1 is the meaning of the original is maintained. Maintaining
the idea means that the idea was not changed. This paragraph also gives the same
information of the original source. However, the students broke the criteria number
70
two, the reader/writer changes applicable vocabulary and grammar from the author’s
style to one’s own style or in other words use their own words to convey the
information and use their sentence structure. In fact, the student still borrowed many
words of original source and didn’t change sentence structure totally. The researcher
also found error grammar on the paragraph, as on clause; “we are live in the world
that is developing a multilingual globalized”. The error is the underlined word.
Because the only one paraphrase which cited the source as the rules number 4 of
good paraphrasing criteria “Cite the source and page number” failed meet all the
criteria, it is therefore included as an inappropriate paraphrase. It means that all of
respondents, 26 senior students, failed to produce the appropriate paraphrase.
However, some students were able to maintain the meaning completely with the
applicable vocabulary and almost in perfect grammar. The researcher only found one
words in each following paragraph example that broke the sentence grammar. It is
almost perfect. The structure is very good. It is different with the original. However,
it also failed to meet the rule number 4 of the good paraphrasing criteria. Otherwise, it
is nearly perfect. The following paraphrases are three examples for the appropriate
paraphrases to maintain the meaning completely in new style (with almost perfect
grammar) but without any citation.
Original: People live in a multilingual world that is becoming increasingly
globalized and it is therefore very important to know more than one language. There
are three main reasons for this: an additional language can help people progress in
their career, people gain an awareness of other cultures, and it helps increase people
understanding and knowledge of their own language.
71
Paraphrase: (1) It is crucial to understand more than one language because we
are in the world which has many types of language and it more and more worldwide.
There are some reasons for this. By adding languages to be known, it can assist to
develop their career, people is getting aware of other cultures, and it helps people to
improve their mastery of their own language.
(2) Nowadays, a multilingual world has become increasing among the global
society. Thus, more than one language are necessary to be learned. This because
three main reasons: an extra language is able to support people growing people
career, people become more aware about other cultures, and it is serviceable for
people to understand and determine their own language.
Original: More and more job advertisements are now specifying that they want
second, third, and even fourth languages in some cases, and knowing more than one
language opens up people prospects in a highly important way. Furthermore, as more
and more companies begin to trade internationally, people are frequently beginning
jobs for which they need no language skills, but then being asked to relocate abroad,
or offered a promotion that requires language skills. Therefore, it helps with career
enhancement.
Paraphrase: (3) The second reason why people should have additional language
is that it can facilitate the people in communicating with various people and
increasing their knowledge about culture. Learning about another cultures is
required in order to implement the best way of learning language. Particularly, when
people have reached an advanced level of their language, they will be accessible in
getting closer with other people from various regions and religions. Especially for
the country that has extremely high immigration. The lack of consolidate become a
72
social problem among the countries with high immigration level, they usually have
limited communication one another.
These paraphrase ((1), (2), (3)) basically presented full information of original
source in different style. The three paraphrases have been produced in the students’
own words and sentence structure. However, the source wasn’t cited and the grammar
was still not perfect.
Furthermore, because all the students’ paraphrases were determined as
inappropriate paraphrase based on the good paraphrasing criteria, the researcher
provided the Table 4.13 below to show the plagiarism types of their paraphrasing.
Table 4.13 Students Plagiarism Types
Respondent
Plagiarism Types
Paragraph
I
Paragraph
II
Paragraph
III
Paragraph
IV
Paragraph
V
Student1 - - - - -
Student 2 paraphrase paraphrase paraphrase Paraphrase Paraphrase
Student 3 - patchwork stealing an
apt term - -
Student 4 paraphrase paraphrase paraphrase Paraphrase Paraphrase
Student 5 - - - - -
Student 6 paraphrase paraphrase paraphrase Paraphrase Paraphrase
Student 7 paraphrase paraphrase paraphrase Paraphrase Paraphrase
Student 8 paraphrase paraphrase paraphrase Paraphrase Paraphrase
Student 9 paraphrase Paraphrase paraphrase Paraphrase Paraphrase
Student 10 paraphrase Paraphrase paraphrase Paraphrase Paraphrase
Student 11 paraphrase Paraphrase paraphrase Paraphrase Paraphrase
Student 12 paraphrase Paraphrase paraphrase Paraphrase Paraphrase
Student 13 paraphrase Paraphrase paraphrase Paraphrase Paraphrase
Student 14 paraphrase Paraphrase paraphrase Paraphrase Paraphrase
Student 15 paraphrase Paraphrase paraphrase Paraphrase Paraphrase
Student 16 paraphrase Paraphrase paraphrase Paraphrase Paraphrase
Student 17 paraphrase Paraphrase paraphrase Paraphrase Paraphrase
Student 18 - - - - -
Student 19 paraphrase Paraphrase paraphrase Paraphrase Paraphrase
Student 20 paraphrase Paraphrase paraphrase Paraphrase Paraphrase
73
Respondent
Plagiarism Types
Paragraph
I
Paragraph
II
Paragraph
III
Paragraph
IV
Paragraph
V
Student 21 paraphrase Paraphrase paraphrase Paraphrase Paraphrase
Student 22 paraphrase Paraphrase paraphrase Paraphrase Paraphrase
Student 23 paraphrase Paraphrase paraphrase Paraphrase Paraphrase
Student 24 paraphrase Paraphrase paraphrase Paraphrase Paraphrase
Student 25 paraphrase Paraphrase stealing an
apt term - -
Student26 paraphrase Paraphrase paraphrase Paraphrase Paraphrase
Above table informs that there are 22 students who produced paraphrasing
which is included as paraphrase plagiarism where 21 students produced the
paraphrase plagiarism for each paragraph of the paraphrasing task given to them and
1 student who produced the paraphrase plagiarism for two paragraphs. Next, there are
2 students who produced the paraphrase in stealing an apt term plagiarism for one
paragraph of the paraphrasing task given to them and 1 student who produced the
paraphrasing in patch work plagiarism for one paragraph. It was only 3 students who
produced the paraphrase without any plagiarism type. Besides, the students can’t be
able to maintain the information of the passage appropriately because of the
inappropriate diction they chose, error sentence restructure and grammar.
4.1.3 Students’ Obstacles in Paraphrasing
Based on the Table 4.1, it shows that the students still confused how to rewrite
the passage by various techniques. On Table 4.1, it informs that the students
frequently used the synonym of the vocabulary to maintain the idea and very rare
even never to use the other techniques. Besides, based on the findings of students’
paraphrasing acceptability, it shows that the students still difficult to paraphrase a
passage which meet all the criteria. Next, the Table 4.14 informs that most of students
plagiarized when paraphrasing. The plagiarism type that is frequently produced by
74
them is the paraphrase plagiarism. It means that the students still have difficulties to
apply the paraphrasing techniques then produced an appropriate paraphrase.
Furthermore, the researcher found that several of the respondents still make
mistakes in using the techniques. For example, in changing of synonym words, the
word chosen by students to paraphrase the passage is not suitable as an appropriate
synonym to maintain the information. Although it was the most frequently that is
used by students, yet the synonym of words that is chosen still has potential to be
inappropriate one.
For more making it clearly what does it mean about, the researcher presented
following several examples of changing synonym of word technique used by the
respondents which are in unsuccessfully maintaining the information.
The first following example is produced by student17.
Original: Furthermore, as more and more companies begin to trade
internationally, people are frequently beginning jobs for which they need no language
skills, ...
Paraphrase: Furthermore, because more and more companies start to
exchange internationally, people are repeatedly beginning jobs that didn’t need
language skills, ...
The word trade could be defined as “exchange something for something else”
and “buy and sell things”14. In this case, the respondent chose word exchange to
substitute the word trade. Basically, Exchange has similar meaning with trade in
definition “give and receive something in return”15, however it is not able maintaining
14 Oxford Dictionarry, p. 471
15 Oxford Dictionarry, p. 153
75
the information of original text because the word trade in original text talks about
“buy and sell things” which is doing internationally (trade internationally). It is clear
then that the respondent failed in choosing appropriate word to substitute a word with
its synonym. Then, the word commerce which according the Oxford dictionary has
meaning “trade, especially between countries; the buying and selling of goods” is the
appropriate word to substitute the word trade.
The next example is from student1. The student1 used the synonym techniques
in nineteen times and only twice got failed substitution in maintaining the idea.
Original: ... Many countries with high immigration levels have trouble with a
lack of integration, and this is often because of the language barrier.
Paraphrase: The lack of consolidate become a social problem among the
countries with high immigration level, they usually have a limited communication
one another.
The underlined word is the word which is tried to substitute by its synonym.
However, there is mistake on that substitution. The respondent changed the word
integration into consolidate to maintain the meaning “mix or be together as one
group”—as oxford dictionary defines the word integration which is as original text.
Basically, the synonym would be a correct one if the consolidate as verb wrote as
noun, consolidation. It is because word of original text, integration, is a noun. The
mistake is just about the unsuitable word class with the original text. However, the
liken mistake is included as students’ failure in changing the synonym of word as one
of the paraphrasing techniques.
76
It is similar with what student2 did in paraphrasing the clause ... an additional
language can help people progress in their career, ... (as original) into ... an extra
dialect could assistance individual advancement in their career, ...(as paraphrase).
The underlined word help on the original is substituted into assistance. The
assistance is a noun while the original word which is substituted is a verb, help. It
would be correct if the word assistance (n) wrote in form verb, assist. The word help
and assist have the same form and could be exchangeable to use in maintaining the
meaning “service to somebody”.
Next, the following example is as one of the failure on changing word order.
Original: people live in a multilingual world that is becoming increasingly
globalized...
Paraphrase: the world that is become more globalize makes people live multilingual.
The students paraphrase talks about the world that becomes more globalized
as the cause of people live in many types language to communicate. However, the
original text talks about the multilingual world that is more and more globalized. It is
not the world which is more and more globalized makes people live multilingual as
the students wrote on his paraphrase but the original text talks about the multilingual
world that becomes more and more globalized. It is as caused of the students’ word
order failed in paraphrasing because the student failed to choose which position
should be moved to still keep the meaning maintainable.
Two kinds of failure on using the techniques above represent the other
techniques to show that the students still have difficulties in paraphrasing based on
the mistakes they did.
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By interviewing, the researcher found several difficulties faced by students in
paraphrasing. The students admitted that they were usually difficult to find out the
appropriate synonym to change the word on original text. The student20 stated,
“susah cari padanan kata yang sesuai, (it is difficult to find out the appropriate
synonym of word)” 16. Similar opinion came from the student9. She stated, “Kalo
kesulitan yang umum itu biasanya susah menemukan kata yang cocok untuk
paraphrasing, (The common difficulty is to find out the appropriate words for
substituting the original source in paraphrasing)”17. Moreover, student22 also stated,
“kesulitan di kosa katanya, apana tidak saya tau kosa kata yang formal, (I am
difficult in vocabulary, it is because I lack of formal vocabulary)”18.
Almost all students said the same answer that the difficulties often faced by
them is about to find out the appropriate synonym of original word.
The second obstacle that they faced in paraphrasing is that they were difficult
to understand the unfamiliar term. Student26 stated, “sulit ka ubah synonymnya
karna banyak sekali high vocabulary nya, (I am difficult in changing the synonym
because I found many high vocabularies that unfamiliar for me)”19.
Next, being confused how to restructure the sentence in new style is also
admitted by student as the difficulty that they faced in paraphrasing. Student19 stated,
“yang susah yang change the order of words, (The difficult technique is the changing
of the word order)”20. Furthermore, the student8 also stated the similar answer, she
16 Student20, interviewed on December 2, 2018 by WhatsApp aplication.
17 Student9, interviewed on December 3, 2018 by WhatsApp aplication.
18 Student22, interviewed on December 2, 2018 by WhatsApp aplication.
19 Student26, interviewed on December 3, 2018 by WhatsApp aplication.
20 Student19, interviewed on December 2, 2018 by WhatsApp aplication.
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stated, “paling sulit kalau mau ki pake metode ketiga. Karna berubah struktur
kalimatnya. Kata-katanya diubah dan maknanya tidak boleh berubah. Kadang-
kadang pusing ka bagaimana bagus susunannya ini, (The most difficult is if I want to
use the third technique (changing word order)21. I am confused how to rearrange the
sentence to produce the good sentence while the meaning is maintainable)” 22.
The last difficulty that is identified faced by students in paraphrasing by the
interviewing is don’t understanding how to paraphrase. Many of the students
admitted that they actually didn’t know how to paraphrase. Student26 stated, “...saya
lupa-lupami juga caranya ibu kemarin menjelaskan. Nda paham ka liat itu caranya.
Jadinya saya kerja apa adanya saja, “...I a little bit forgot the way how to paraphrase
as what the lecturer explained before so I only paraphrased the paraphrasing task by
my own way)”23. It is also supported by student7’s answered. The researcher asked a
question, “do you know any techniques to paraphrase?” and then the interviewee
stated, “Tahu, Cuma tidak tau cara menjalankannya. Ada tiga cara yang saya tahu
tapi hanya sering menggunakan 1 cara karena saya belum terlalu mengerti
menggunakan dua cara yang lain, (Yes, I do. There were three techniques that I
know but I often use only one technique among them because I don’t understand
clearly how to apply it in paraphrasing a text)”24. It showed that many of the students
basically know the name of the paraphrasing techniques but they don’t understand
how to apply the techniques.
21 The changing word order is the third techniques on Stepehen Bailey’s book on page 30.
22 Student8, interviewed on December 2, 2018 by WhatsApp aplication.
23 Student26, interviewed on December 2, 2018 by WhatsApp aplication.
24 Student7, interviewed on December 2, 2018 in her cottage.
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That is all about several obstacles faced by students in paraphrasing. The
researcher then presented the factors of the difficulties in following explanation
which were also identified by interviewing.
The first is lack of vocabulary. Student11 stated, “...namun, kadang yang
sering terkendala itu kurangnya vocabulary yang dimiliki, (“... however, the lack of
vocabulary is the very common factor for my difficulty when paraphrasing)”25. Then,
the student stated, “betul sekali, Itu merupakan salah satu poin atau problem nomor
satu. Lack of vocabulary, (Yes, it is totally true. It is the great problem, lack of
vocabulary)”. The students admitted that why they were difficult to find out the
synonym of the original text is because they were very lack of vocabulary. The same
answer comes from most of the students.
Next, they also admitted that very rare to practice the paraphrasing is one of
the factors why they were difficult to paraphrase a text. When the researcher asked
the question, “Do you think that it is difficult to paraphrase?” then the interviewee
answered, “iya. Karena biasanya kan kalo ambilki referensi langusng dikuti saja ji
(Yes, of course. It is because we usually only directly take the material from some
references)”26. Then the researcher asked again the question, “so, it means that you
are very rare to paraphrase a text?”. The interviewee answered, “Iye, “Yes, I am)”27.
The students admitted that they usually only copy the material form the
internet to their short paper. That is why they were very rare to practice the
paraphrase. Then, the consequence is that they produce inappropriate paraphrase.
25 Student11, interviewed on December 2, 2018 by WhatsApp aplication.
26 Student10, interviewed on December 2, 2018 by WhatsApp aplication.
27 Student10
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The other factor of the difficulties faced by students in paraphrasing is
ineffective class when learning. The students admitted that when learning about
paraphrasing they felt that the class was not comfortable because of a lot of students
at class. Student12 stated, “pernah banyak sekali ki dalam kelas.jadi tidak mengerti
sekali maki apa yang dijelaskan, (We studied together in a class which contains a lot
of students. So that is why we were difficult in understanding the material, in this
case, about paraphrasing)”28.
Several students also said that the lecturer teaching strategy is one of the
factors of their misunderstanding of the paraphrasing. Student23 stated that “lebih
saya suka kalo belajar ka dikelas diajar dengan suara yang lantang. (I prefer to
study with the lecturers’ loud voice when teaching)”29.
In addition, limited knowledge of paraphrasing techniques is also as one of
several factors for students’ difficulties in paraphrasing. It is based on what
student16’s explanation, she stated, “teknik untuk melakukan paraphrasing itu yang
saya ketahui yaitu mengubah kelas kata pada kalimat tersebut, kemudian
menyimpulkan makna dari suatu klimat seperti kalimat pada sebuah karya ilmiah,
“the paraphrasing techniques that I know are to change the word class and to
conclude the meaning of a sentence, for example, a sentence in an academic
writing”30. The student16 only mentioned two paraphrasing techniques that she
knows. It proves that she don’t know much about the paraphrasing techniques. The
explanation of Student26 also supported this factor. The following sentence that was
28 Student12, interviewed on December 2, 2018 by WhatsApp in her cottage.
29 Student23, interviewed on December 2, 2018 in her cottage.
30 Student16, interviewed on December 2, 2018 in Girls Dormitory of IAIN Parepare
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stated by her, “...saya lupa-lupami juga caranya ibu kemarin menjelaskan. “...I a
little bit forgot the way how to paraphrase as what the lecturer explained before31”),
showed that the students still have limited knowledge of the paraphrasing techniques.
In short, there are four common difficulties that are faced by students in
paraphrasing. They are (1) being difficult to find out the appropriate synonym to
change the word on original text, (2) being difficult to understand the unfamiliar term
(3) being confused how to restructure the sentence in new style, and (4) don’t
understanding how to paraphrase. Then, the factors of those difficulties are (1) lack of
vocabulary, (2) very rare to practice the paraphrasing, (3) ineffective class when
learning, (4) educator’s teaching strategy, as well as (5) limited knowledge of
paraphrasing techniques.
4.2 Discussions
4.2.1 Students’ Paraphrasing Techniques
As the findings, the students were very often to paraphrase the passage using
the changing synonym of words technique. It is because to find the synonym of
words is the easiest and most simple technique to do. The students simply substituted
the certain original text words by its synonym without changing the sentence
structure if use this technique. However, by only using this technique, it is not able to
produce appropriate paraphrasing. It would be included as the paraphrase plagiarism
because the sentence structure is still kept as the original. The criteria of good
paraphrasing required to change the sentence structure in new style which is different
with the original. It is as what Adams and Dwyer said that the good paraphrasing
31 Student26, interviewed on December 2, 2018 by WhatsApp aplication.
82
should be: “About the same length as the original; the meaning of the original is
maintained; the reader/writer changes applicable vocabulary and grammar from the
author’s style to one’s own style”.32
Furthermore, there were eleven techniques that are presented in this research.
However, not all of the techniques were used by students in average frequency. There
were several techniques which are very rare to use by the students. The very rare
techniques to be used by students were to change a clause into a phrase (vice versa)
which is only used in three times by three of 26 students; to combine two sentences
(vice versa) which is used in four times by three student also; to change the active
sentence into passive (vice versa) which is used in thirteen times by only six students;
to change the positive sentence into negative (vice versa) which is used in ten times
by only eight students; and to shorten phrases for conciseness which is forty times
used by twelve student. These five techniques were used by no reaching a half of the
number of the respondents.
Moreover, as the interviewing findings, the students only know three
paraphrasing techniques which are presented by Stephen Bailey. They are changing
vocabulary, Word class, and word order. They also admitted that they only know the
techniques but they still confused how to apply them in paraphrasing. Therefore, the
students were very rare to use some techniques of eleven paraphrasing techniques
presented in this research as well as faced many difficulties.
Basically, students always prefer to choose the easy way to finish something.
This is similar with Preston Waters’ point of view in Elite Day official website about
32Laurie Eckblad Anderson, “The Paraphrasing Process of Native Speakers: Some
Implications for the ESL Classroom”, P. 106
83
the types of people in the world. Preston classified the people into two types. They
are (1) the easy-way out taker people and (2) very total people. Then, he stated that
the first type is more commonly found than the second one. It is only around 5 to
10% of people who is included as the second types33.In this case, if the students feel
that all paraphrasing techniques are easy, the students will automatically take out
those easy ways to paraphrase because most of people prefer to do something by easy
way. Therefore, the students should be driven easy to use all the paraphrasing
techniques and it would be uncovered by one of several ways, the teaching
techniques.
4.2.2 Students Paraphrasing Acceptability
As findings that all of the respondents failed to produce an appropriate
paraphrasing, the cause is that the students didn’t paraphrase the passage with all
good paraphrasing criteria. The criterion that is most frequently not used is to cite the
source. Citing the source is one of the good paraphrasing criteria based on what is
posted on official website of Clarion University: the good paraphrasing is when the
writer uses their own words to convey the information; use their sentence structure as
the original, cite the source and page number34. There was only one student who cited
the source. However, she failed to maintain the idea completely. These failures are
caused by students’ limited knowledge of good paraphrasing criteria and the way how
to paraphrase a passage appropriately.
33 Preston Waters, This Generation Loves to Take the easy Way Out, official website of Elite
Daily, http://www.elitedaily.com, accessed on January 2, 2019
34 Clarion University, “Characteristic of Effective Paraphrase”, Official Website of Clarion
University. www. Clarion.edu>paraphrasing (accessed on April 6, 2018).
84
4.2.3 Students’ Obstacle in Paraphrasing
As the students admitted that they are difficult to find out the appropriate
synonym, difficult to understand the unfamiliar term, confused how to restructure the
sentence in new style and don’t understand the way to paraphrase, as well as the
factors of the difficulties that are because of the lack of vocabulary, very rare to
practice the paraphrasing, ineffective class when learning, and lecturer teaching
strategy, as well as limited knowledge of paraphrasing techniques, it could become a
reference to consider what an effective way to make the students master the
paraphrasing is. In this case, the role of educator is no less important. The students
need to be given such directions and guidance to master the skills completely.
The students could be guided to improve their paraphrasing mastery by
teaching them how to apply the paraphrasing techniques, introducing the criteria of
good paraphrasing, guiding to practice the paraphrasing in many times, introducing
academic terms in order to improve their vocabulary mastery in academic writing,
teaching more about semantic and syntax, and creating comfortable class as well as
guiding them to get aware with the important of paraphrasing mastery.
By applying the steps above, it could make the students understand about
what they have red then perform it in writing style perfectly. In Amaudet’s and
Barret’s point of view as cited in Lurie, it showed that someone master the
paraphrase35. Next, the students then could meet the criteria of good paraphrasing
when they paraphrase a text. There are many Linguists have introduced about it, such
as Adams and Dwyer as also cited in Laurie. Adams and Dwyer presented three
criteria of a good paraphrasing. They are “(1) about the same length as the original,
35 Lurie Eckblad Anderson, “The Paraphrasing Process of Native Speakers: some Implications
for the ESL Classroom, p. 105
85
(2) the meaning of the original is maintained, (3) the reader/writer changes applicable
vocabulary and grammar from the author’s style to one’s own style”36.
First of all, the students need to be taught how to apply the paraphrasing
techniques. It is very necessary because by the investigation so far, the students only
knew the name of the techniques to paraphrase but they were confused how to apply
it. It is based on the students answered when interviewed as presented previously.
Therefore, this is very important to be paid attention. Following the taxonomy of
strategies to paraphrase that was conducted by Laurie Eckblad is also quite necessary
to apply during the learning process. The taxonomy consists of (1) pre-paraphrasing,
(2) making changes to the original text, (3) getting past roadblocks, (4)
polishing/revising the paraphrase, (5) general strategy, and (6) idiosyncratic37. The
taxonomy was conducted based on what the native speaker did when paraphrasing.
As previous explanation, Laurie Eckblad had studying the strategies used by two
native speakers in paraphrasing. Finally, she succeeded to conduct this taxonomy.
She hoped that the taxonomy of strategies to paraphrase could help the non-native
speakers in composing appropriate paraphrasing. She believed that adopting the
native speaker way to paraphrase is a good way to improve the paraphrasing mastery
because she found many previous studies showed that commonly the native speakers
usually produce appropriate paraphrasing than the non-native speakers. That is why
following the native speakers way to paraphrase is quite a good idea. Besides, the
36Laurie Eckblad Anderson, “The Paraphrasing Process of Native Speakers: Some
Implications for the ESL Classroom”, P. 106
37Laurie Eckblad Anderson, “The Paraphrasing Process of Native Speakers: Some
Implications for the ESL Classroom”, p. 84-86
86
paraphrasing criteria also have to be introduced for student so they can pay attention
carefully with the criteria when paraphrasing.
Next, guiding them to practice the paraphrasing in many times is also needed
because they admitted that they were very rare to do it. Practicing it makes perfect.
Then, introducing academic terms in order to improve the students’
vocabulary mastery of academic writing could help them in finding the appropriate
words to substitute the word of original text. The more they know vocabularies, the
easier they find the appropriate words. Besides, in this case, semantic mastery also
has a role. The students have to be smart in choosing what words that is best to
substitute the original text. For example, in changing synonym of word, sometimes
words have several synonyms but not all of them could use in same context. For
example, the word trade in sentence “Furthermore, as more and more companies
begin to trade internationally,” could not change with the word exchange as sentence
“Furthermore, because more and more companies start to exchange internationally,”
because the chosen word was not able to keep the information of the original text.
The appropriate word that should substitute the word trade is commerce. This is also
explained in previous part (4.1.3).
Furthermore, the students also need to study more about the syntax. It is
because the students still often fail to construct a sentence with a good structure and
grammar. As explained before, sometimes the students were successfully to maintain
the meaning completely in new style structure, but the grammar was incorrect. Failed
in the verb agreement is one of the several grammar errors that students did. In short,
it is necessary to pay attention with the students’ syntax mastery although they are as
the senior students.
87
Moreover, it is also no less important to create comfortable class to make the
student easier to catch the point of the material when studying. It is a good way to
catch the effective learning as well as the educators’ teaching strategy.
Finally, students have to be guided to get aware with the important of
mastering the paraphrasing. Basically, several of them know about it. Student11
stated that,”sangat penting, karena akan memabantu kita dalam academic writing
untuk menghindari plagiat, (it is very important. It helps us in conducting an
academic writing in order to avoid the plagiarism)38. Student also stated, “Yaa
penting, karena apabila kita tidak mengetahui tehnik paraphrase maka sama saja
kita menyalin atau menduplicate karya orang lain, (yes, it is important. It is because
if we don’t know about the paraphrasing techniques it means that we only copied
others’ then)”39. However, it is necessary to give them more motivation in order to
get aware more to learn the paraphrasing. By the awareness, hopefully they could be
spirit to study the paraphrasing more until they master it perfectly.
38 Student11,, interview on November, 2018 by whats App android application.
39 Student7, interciewed on November, 2018 in her cottage.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
1. The paraphrasing technique which is frequently used by senior students is to
change the synonym of words. It is used 848 times by 96% of 26 students in
paraphrasing the passage which contained 364 words. Next, the other techniques
which are also used are changing transition, used 78 times by 81% respondents;
expand phrases for clarity, used 53 times by 65% respondents; changing word
order, used 50 times by 69% respondents; shorten phrases for conciseness, used
40 times by 46% respondents; changing part of speech, used 39 times by 61%
respondent; changing active voice to passive voice (vice versa), used 12 times by
23% respondents; changing positive into negative (vice versa), used 10 times by
31% respondents; changing structure of idea, used 8 times by 15% respondents;
combine two sentence, used 4 times by 11% respondents; changing clause into
phrase (vice versa), used 3 times by 11% of respondents. Moreover, based on the
unique links, the paraphrasing types commonly produced by students are near
copy and minimal revision paraphrase. They are very rare to produce moderate
revision and substantial revision paraphrase.
2. All of students are produced inappropriate paraphrased because of failure on
meeting the good paraphrasing criteria; Most of students didn’t cite the source
and were not able to maintain the information by appropriate words and new
sentence structure. Although there were some students who could maintain the
idea completely with the applicable words and sentence structure, however, it is
89
still included as the inappropriate paraphrasing because they didn’t cite the
source and meet the correct grammar perfectly. In other hand, there is a student
who cited the source however she failed to maintain the idea completely so it is
also as the inappropriate one. Moreover, most of them produced the paraphrasing
which is included as the paraphrase plagiarism.
3. Several students’ difficulties were identified in paraphrasing: students were
difficult to find out the appropriate synonym, confused how to rearrange the
sentence structure in new style that keeps the full information appropriately,
unfamiliar with many new terms and also confused how to paraphrase. Being
confused how to paraphrase means that the students don’t know the techniques to
paraphrase which is also supported by the fact that the student very rare even
never to use several paraphrasing techniques such techniques provided in this
research and only very frequently to use the easy techniques, to change the
synonym of words. Furthermore, the difficulties were caused by lack of
vocabulary, very rare to practice the paraphrasing, limited knowledge of
paraphrasing techniques, uncomfortable class when learning, and also because of
lecturer teaching strategy which is a little bit unsuccessful to drive the students’
interest in studying.
5.2 Suggestion
5.2.1 For the educator
1. The students should be guided to be more getting aware with the important of
having good paraphrasing skills so they can more study hard and interest for
mastering it.
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2. The students need the interesting strategy as well as the comfortable class
situation in learning paraphrasing so adding many reference about innovative,
interesting and effective teaching strategies as well as applying it in in class room
are such important things to do.
3. The students have very limited knowledge of paraphrasing techniques so it will
quite be good to teach them the technique which is not understood and more
explain how to apply the techniques that they know before.
5.2.2 For the students
1. It is very useful if the students frequently practice to paraphrase and try to
combine several techniques such the techniques which are presented in this
research when paraphrase a passage. It will drive the paraphrase far from the
plagiarism. Moreover, citing a source is no less important because a paraphrase is
still as inappropriate one if someone forgot to cite the source although the
paragraph was successful to maintain the idea.
2. Taking much information about the paraphrasing whether it is from the books,
smart friends or internet would be more helpful to know the paraphrasing and it
would be easier to be master then.
5.2.3 For the next researcher,
1. It would be good if the next researcher study such the present research in many
campuses in South Sulawesi even in all around Indonesia so that the new
important information about paraphrasing among the Indonesian students would
be exposed more extensively and clearly.
2. It is also necessary to expose what other techniques that is used by students in
paraphrasing except the paraphrasing techniques presented in this current study.
91
3. It is so important to find out the effective way to improve students’ paraphrasing
mastery so the students would be easier to understand and also more comfortable
in studying.
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LPM DIDAKTIKA, 2017. “Masalah Serius Plagiarisme dari Kampus ke Kampus”. DIDAKTIKA. Agustus 2017.http:// www.didaktikaunj.com/2017/08/masalah-serius-plagiarisme-dari-kampus-ke-kampus/ (July 2).
Mass Communication talk. 2018. “Language Skills & Communicative Abilities-Definition and technique of writing skill”. Official Website of Mass Communication Talk. www.masscommunicationtalk.com/definition-and-technique-of-writing-skill.html (March 26).
Nguyen, Ha Thi Thanh. 2018. “Micro and Macro Skills in Second Language Academic Writing: a study of Vietnamese learners of English”. A thesis; Department of linguistics, Southern Illinois University Carbondale: Carbondale, 2016. opensiuc.lib.siu.edu (April 12).
Oxford, Learners Pocket Dictionary. 2011. New York: Oxford University.
94
Permendiknas Number 17 year 2010 on Pencegahan Penanggulan Plagiat di Perguruan Tinggi, pdf. www.ut.ac.id (August 8).
Scan My Essay. 2018. “Consequences of Plagiarism”. Official Website of Scan My Essay. https://www.scanmyessay.com/plagiarism/consequences-of-plagiarism.php (March 23).
UNE (University of New Englad). 2018. “Paraphrasing and Summarizing”. Academic SkillsOffice.http://www.une.edu.au/data/assets/pdf_file/0003/13458/WE_Paraphrasing-and-summarising.pdf (December 8).
Unstick Me. 2018. “Things Consider Ethics Academic Writing”. Official Website of Unstick me. Unstick.me/things-consider-ethics-academic-research/ (February 8).
USCLibararies. 2018. “Research Guides, organizing your social sciences research paper: Academic Writing Style”. Official Website of USC Libraries. libguides.usc.edu/writingguide/academicwriting (April 6).
Valdes, Olivia. 2018. “An Introduction to Academic Writing”. Official Website of Olivia Valdes. http://www.thoughtco.com/what-is-academic-writing-1689052 (April 6).
Your Dictionary. 2018. “Definition of Academic Writing”. Official Website of Love to Know. http://grammar.yourdictionary.com/word-definitions/definition-of-academic-writing.html (January 13).
95
APPENDIX 1. PARAPHRASING TASK
Name:
Reg. Number:
Date:
............Good Luck...............
Please Paraphrase all the paragraph of the essay.
First, read it through in many times to catch the information completely.
Then, rewrite the full information by your own words. You can change the
synonyms, word order, word class of the words to finish it as well as you change
the active into passive sentences and so on. Find your own techniques to rewrite it
as well as maintain the information perfectly contained in paragraph.
96
Why is it so Important to Know More than One Language
People live in a multilingual world that is becoming increasingly globalized
and it is therefore very important to know more than one language. There are three
main reasons for this: an additional language can help people progress in their career,
people gain an awareness of other cultures, and it helps increase people understanding
and knowledge of their own language.
More and more job advertisements are now specifying that they want second,
third, and even fourth languages in some cases, and knowing more than one language
opens up people prospects in a highly important way. Furthermore, as more and more
companies begin to trade internationally, people are frequently beginning jobs for
which they need no language skills, but then being asked to relocate abroad, or
offered a promotion that requires language skills. Therefore, it helps with career
enhancement.
The second reason that it is important to know more than one language is that
it increases cultural awareness and allows people to communicate with different
people. All good methods of learning languages also entail learning about another
culture, especially when your language skills get to a higher level. This awareness
allows people from different nationalities and religions to get along with each other
better, which is very important given the high levels of immigration. Many countries
with high immigration levels have trouble with a lack of integration, and this is often
because of the language barrier.
Finally, people should learn additional languages because it helps with their
mastery of their own language and it is proven to be good for the brain. Some people
believe that learning more languages leads to confusion, but besides the odd word
being misused, this is simply not the case. If people learn a new language, they have
to study the grammar from scratch, and therefore end up with a much more in-depth
knowledge of grammar as a whole than people who only speak one language.
Overall there can be no denying that learning languages is wholly positive for
individuals and society and that it is highly important to know more than one
language. If more people were multilingual, the world would ultimately be a happier
and more prosperous place.*
*Taken on: https://www.scholaradvisor.com/essay-examples/argumentative-essay-important-language/
97
APPENDIX 2. STUDENTS’ PARAPHRASING TEXT
98
Student6
Humans live in a multilingual world that is increasingly global and therefore
very important to be able to know more than language. there are three main reasons
for this: an additional lanugage can help the progress of human beings in their
respective careers, humans again awarness of the cultures, and that helps improve
their understading and knowledge of their own language.
Very many job advertisements now determine that they want a second, third,
and even fourth language in some cases, and mastering more than one language opens
the prospect of people in no less important way. In addition, because so many
companies start trading internationally, people often start work that they do not need
language skills, but re then asked to move abroad, or offer promotions that require
language skills. Therefore, this is very helpful in raising career.
The second reasons is no less important to kno more than one language,
namely that it raises cultural awareness and allows people to communicate with
different people. All good language learning procedures require learning about other
cultures. And most importantly when your language skills are at the top levels. This a
awarness allows people of various natianalities and religions to adapt very well to one
another. And more importantly considering the high level of immigration. Many
countries with the highest immigration rates experience problems with redveed
integration, and this is usually the case because of lanugage barriers.
In the end, people must learn language because it helps mastery of the
language itself and it has been proven to be real good for the brain. A group of people
believe that by learning more languages lead to hesitation. There are no ususual
words that are misused. This is not good enough. If people learn a new language, they
must learn to use language that only speak english.
Overall we cannot deny that the language of learning is entirely positive for
individuals and community groups and most importantly for knowing more than one
language. if more people are multi discussing the world will eventually become a
very hanppy and very prosperous place.
99
Student7
People live in a globalization era so it is crucial to know more than language.
there are three main reasons fo rhis issue as additional language can help people to
have a advertisement in their career. People obtain an awareness of other cultures,
and it help people to more understand knowledfe of their own language.
Increasingly job advertisment establish that they want second, third, and even
fourth language in some cases, and discover more than one language will get people
prospects in highly important way. More over, as more and more companies
commence to trade internationally, people are frequently beginning jobs for which
they need no language skills, but that being asked to relocate abroad, or offerd a
promotion that requires language skills. So, it helps with the enhancement of career.
The second reason is to know more than lanuguage that increases cultural
awarness and permit people to communicate with different people. All good methods
of learning language also entail learnignabout culture. Especially when your language
skills get to a higher level.the high levels of immigration is if ... that the different
nationalities and religions give positive impact from themselves. Many countries with
high immigration levels have trouble with a lack of integration, and this is often
because of the language barrier.
Finally, people should learn additional languages because it help them to
master their own language and it is proven to be good for the brain. Some people
believe that learning more language leads to confusion, but besides the odd word
being misused. This is simply not he case. If people learn a new language, they
should study the grammar from basic so end up. If you master grammar deeply as a
whole than people who only speak one language.
Overall, there can be no denying that learning languages is wholly positive for
individuals and society and that is hihly important to know more than one language.
if more pweople were multilingual, the world would ultimately be a happier and more
prosperous place.
100
Student8
People live in a multilingual world that make increasing globalization and it is
therefore very important to understand more than one language. there are three main purposes
for this: an extra language can support people improvement in their career, people acquire an
awarness of other cultures, and it supports developing people perception and knowledge of
their own language.
The important thing for people is to learn more than one language for better future
because there are many job advertisements are now to specify that they need in some cases.
Moreover, as many companies start to trade internationally, people are often starting jobs for
which they need no lanugage skills, but then becoming asked to relocate overseas or provide
advancement that needs lanugage skills. Therefore, it helps with career enhancement.
The second purpose that is important to understand many lanugage is that it
developments cultural awareness and permits society to talk with different people. All good
mehtods of studying language also require to study about another culture, especially when
your language skills get to a higher level. This awarness permits society from different
nationalities and belief to get along with each other better, which is very significant to give
the highly level of immignation. A lot of countries with high immigration level have problem
with a lack of integration, and this is frequently because of the language barrier.
Finally, the people who only learn one language are different with people who study
a new language because they need to study the grammar from scratch, and end up with a lot
of knowlege of grammar completely. So that’s why people should learn a lot of languages
because it helps with their mastery of their own language and it proves that it is good for the
brain. There are many people believe that learning more than one languages leads
complicating, but in other hand the odd word being misused, this is simply not the case.
Overall, there can be no denying that studying languages is really positive for
personals and society and that is very important to know more than one language. if more
people were multilingual, the world would ultimately be a happier and more prosperous
place.
101
Student9
We live in a multilingual world that is winding up progressively globalized and it is
in this manner vital to know in axcess of one dialect. There are three principle purposes
behind this an extra dialect can enable you to advance in your vocation, you pick up a
consciousness of diffrent societies, and it helps increment our comphrehension and
information of our own dialect.
More occupation promotions are correctly determining that they need second, third,
and even fourth dialects now and again, and knowing in excess of one dialect opens up your
prospect in an exceedingly vital manner. Besides as an ever increasing number of
organizations start to exchange universally, individuals are regularly starting occupation for
which they require no dialect apptitudes, however then being requested to migrate abroad, or
offered an advencement that requieres dialect abilities. In this manner, it assists with vacation
improvement. A few people regate this claim by saying that there are a lot of different
occupation accessible, however this is essentially not the case any longer with the wordwide
subsidence and more nations being universal.
The second reason that is essential to know in excess of one dialect is that it
increments social mindfulness and enables you to speak with various individuals, every
single great technique for learning dialects additionally involve finding out about another
culture ... when your dialect aptitudes get to a more elevated amount. This mindfulness
permits individuals form various natinalities and religions to coexist with each other better
which is imperative given the abnormal amounts of migration. Numerous nation with high
migration levels expertence difficulty with an absence of ... and this is regurally a direct
result of the dialect ..., so individuals wind up eing isolated, ... in networks where their own
dialect is talked. Indeedm even these that say they couldn’t careless in regards to meeting
individuals of different societies with have seen these issues and ought to acknowledge the
significance of learning different dialects.
At long last, individuals ought to take in extra dialects since it assists with their
dominance of their own dialect and it is turned out to be useful for cerebrum. A few people
trust that developing more dialects prompts dsissary, yet close to the odd word being abused,
this is essentially not the situation. In the event that you take in another dialect, you need to
ponder the sentence structure ... preperation, and thusly wind up with a substanly more inside
and out learning of syintax in general than individuals who just talk one dialect. Besides on
the off chance that you learn dialect with comparable ... learning one can enable you to take
in the others (take franch, spanish, and italian, for instance).
In general there can be no denying that learning dialects is completely positive for
people and society and that is exeedingly essential to know in excess of one dialect. On the
off chance that more individuals were multilingual, the world would at least be a more joyful
and more prosperous place.
102
Student10
In this globalized world, people have to know more than language. there are many
reasons for them to influence and progress in their career, people may obtain the other
cultures, and also they can understanding and communicating by their insight.
More than one job advertisement are now specified for one or more languages. Some
of language companiesbeginning to trade internationall people who are frequently begin jobs
for them and language skills. A promotion that requires language skills is being asked to
relocate abroad and it helps with career enhacement.
Cultural awarness can be increased if people know more than one language and they
can communicate with ither people. Learning about other culture is one of the good method,
if you master it and your skills ger to higher level, it can be attract people from different
nationalities and religions to get along with each other by immigration. Some trouble in
countries with high level cause by a lack of integration and language barrier.
It is good for the brain if they learn mastery by their onw language. people who
believe that learning more languages leads to confusion. In case is not sigle but the odd word
being misused. If people learning new language, they should study grammar from scratch and
therefore end up with much more in-depth knowledge of grammar as whole than people who
only speak one language.
In this poin, no one can be denying that learn languages is very positive for
individuals and society. If many people were multilingual, the world would ultimately be
happier and were prosperous place.
103
Student16
People existence in a multilingual world has become increasingly globalized because
it is very important to understand more than one language. there are three main reasons for
this: an additional language can help people to improve in their career, people gain an
conciousness of their cultures, and it helps to upgrade people understanding and knowledge
of their own language.
More occopation promotions are now specifying that they want second, third, and
even fourth languages in some cases, and knowing more that one language opens up people
prospective in a highly important way. Furthermore, as more and more companies companies
commence to trade internationally, people are frequent beginning jobs for which they need
no language skills. But, thenbeing asked to relocae abroad, or asked a promotion that need
language skills, it helps with career enhancement.
The second reason that is very important to know more than one language because it
is can allows people to communicate with the other people. All good methods in learning
languages while learning about another culture, especially when your language skills get to a
higher level. This awareness allows people who different nationalities and religions to ger
along with each other better, to giveen the high levels of immigration is very important.
Many countries with high migration levels with an absence of coloblacation, and this is
regurally a direct result of the dialect hinduance so individuals mind up being isolated. Even
those that say they couldn’t carelsess in regardsto meeting individuals of different societies
with have seen these issues and ought to acknowledge the significance of learning different
dialects.
Finally, people ought to take in extra dialects it because it helps with their mastery of
their own language and it is good for cerebrum... a few people trust that learning more
language leads to confusion, yetclose to the odd word being abused, this is essentially not the
case. If people learn a new language, you need to order the sentence structure sains
preparation, and thusly wind up with a much more inside and out learning of syntax as a
whole than people who only speak one language.
In general there can be no denying that learning language is completely positive for
people, society and that is highly important to know in excess of one language. if more
individuals were multilingual, the world would at least be a more joyful and more prosperous
place.
104
Student18
As a creator who lives in modern era it is very crucial to know more than one
language. by knowing many languages will support a career, make it easier to know the type
of culture in other countries and advance the knowedge. They are a number of reasons that
how curcial to know more than one language.
One of the reason to know a lot of language is easier the people to get ... job. Along
with the development era, almost all the company open a job for the people who have ability
to speak, more and more the people master the language more and easy to accept at each
good company in their country even in abroad.
Another reason says that knowing more than language will make it easier to
communicate and assosiate with different ethroic groups and cultures. By mastering many
languages, and outside culture, the people can also see their own culture in a different
perspective so it can assest to understand more their own culture.
The most crucial way to learn language is knowing the grammar, that is the reason
that learning and knowing more than one language will increase the knowledge with better
memory improvement and creative thingking.
Therefore, it can be deny that knowing more than one language is really crucial
because many benefits can be felt for all the people such os the reason previous.
105
Student19
It’s so important to know more than one language because we are live in the world
that is developing a multilingual globalized (near copy). According to Lena Glen an Maria
Castle, an additional language can help people to increase his career, people get a
consciousness of other cultures, and then it’s can helps to develop people understanding and
knowledge of their own language(Minimal revision).
Knowing more than one language opens up people probability in a highly important
way, and nowadays many job advertisement is needing more than one language in some
cases (minimal revision). Afterwords, language skill is not need by people frequently when
they beginning jobs, but then being asked to relocate abroad, or given a promotion that needs
language skills (minimal revision). Therefore, it helps to increase our career (minimal
revision).
The second reason that is important to know more than one lanugage is that develops
cultural awareness and permits to communicate with difrend people (minimal revision).
According to Lena Glenand Maria Castle that also explain that all good method of learning
language also need about another culture, especially different nationalities and religion to
communicate with each other better (minimal revision). Giving the high levels of
immigration is very important (minimal revision). The language barrier make many countires
with high immigration have difficulties with a lack of integration (minimal revision).
The last, people should learn more than one language because it helps with their
mastery of their own language and it is proven to be good for brain. Some people believe that
learning more language can make us confused , but besides the odd word being missused,
this simply not the case. If people learn a new language, they have to study the grammar
deeply, and therefore end up with a much more in dept knowledge of grammar as a whole
than people who only speak one language.
Finally, Lena Glenn and Maria Castle make conclusion that overall there can be no
denying that learnig languages is wholly positive for individuals and society and that it is
highly important to know more than one language. if more peo;e were multilingual, the world
ultimately be a happier and more prosperous place.
106
Student20
Individuals live in a multilingual world that is ending progressively globalized
and it is in this way critical to know in excess of one dialect. There are three primary
reason explanations behind this: an extra dialect can enable individuals to advance in
their profession, individuals pick up a consciousness of different societies, and it
increament to individuals comprehension and information of their own dialect.
More occupation commercials are presently indicating that they need second,
third, and even forth dialects now and again, and knowing in excess of one dialect
opens up individuals prospects in a very imperative manner. Besides, as an ever
increasing number of organization start to exchange universally, individuals are as
often as possible starting employments for which they requires no dialect aptitudes,
however then being requested to move abroad, or offered an advancement that
requires dialect abilities. In this manner, it assists with vocation improvement.
The second reason that it is critical to know in excess of one dialect is that it
increment social mindfulness and enables individuals to speak with various
individuals. Every single great strategy for learning dialects additionally involve
finding out about another culture, particularly when your dialect abilities get to a
larger amount. This mindfulness permits individuals from various nationalities and
religions to coexist with each other better, which is vital given the large amounts of
migration. Numerous nations with high migration levels experience fifficulty with an
absence of mix, and this is frequently a direct result of the dialect hindrance.
Al long last, individuals ought to take in extra dialects since it assists with
their dominance of their own dialect and it is turned out to be useful for the cerebrum.
A few people trust that adapting more dialects prompts perlexity, yet close to the odd
word being abused, this is essentially not hte situation. In the event that individuals
take in another dialect, they need to consider the sentence structure without any
preparation, and along these lines wind up with a substatntially more top to bottom
learning of syntax all in all than individuals who just talk one dialect.
In general, there can be no denying that learning dialects is entirely positive
for people and society and that it is exceedingly critical to know in excess of one
dialect. On the off chance that more individuals were multilingual, the world would at
least be a more joyful and more and more prosperous place.
107
Student21
The global era, people must know more than language. there are three reasons for
this: a language can help people improvement in their career, awarness of the cultures and
they own language can improvemnt understand and they knowledge people.
There are many job advertisements are now specifying that they want second, third,
and even fourth languages in some cases, and knowing more than one language opens up
people prospects in a highly important way. Even, as more and more companies begin to
trade internationally, people are frequently beginning jobs for which they need no language
skills, but then being asked to relocate aoverseas, or offered a promotion that requires
language skills. so, it helps with career enhancement.
The second cause, as far as i know more than one language is that it increases
cultural awarness and allow people to communicate with different people. All good methods
of learning languages also involve learning about another culture, mostly when your language
skills get to a higher level. This awareness approve people from different nationalities and
religions to get along with each other better, which is very important given the high levels of
immigration. Many countries with high immigration levels have concern with a lack of
integration, and this is often because of the language barricade.
eventually, people should learn additional languages because it helps with their
mastery of their own language and it is reliable to be good for the brain. Some people believe
that learning more languages leads to confusion, but besides the odd word being misused, this
is simply not the case. If people learn a new language, they have to study the grammar from
scratch, at the end of with a much more in-depth knowledge of grammar as a whole than
people who only speak one language.
Overall there can be not denying that learning languages is totally positive for
individuals and society and that it is highly important to know more than one language. If
more people were multilingual, the world would ultimately be a happier and more prosperous
place.
108
Student22
People live in a multilingual world and become increased globalized and very
important to know more tha language. the three main reasons: an additional language helped
their career, people obtain an awarness of another cultures and can helps to rise people
understanding and science of their own language.
Furhter job advertisement decide that they want many languages in some cases and
important to knowing more than one language. furthermore, many companies begin
commerce internationally, people began their occupation for which they don’t need language
skills, but thei being asked to refugees abroad or offered a promotion that needs language
skills, therefore it helps with career raising.
Increasing cultural awareness and allows people to communicate with different
people are the second reason why we have to know more than one language. many good
methods of study about languages also let us learning about other culture.
Finally, people should study additional languages because it helps with their authory
of their own language and it is proven to be good for the brain. People believe that study
about other language bring us but it is not the case. If people study a new language they need
to learn about grammar from the beginning.
Overall, there is no rejection that study about language is very positive for people and
society, it is so important to know many language. the word would be happier place if there
were multilingual people.
109
Student26
People dwell in a multilingual world that is becoming increasingly globalized
and it is therefor very important to know more than language. in career, an additional
language can help people progress, in other hand, people get knowledge of other
culture, and it aids increase people understanding and knowledge of their own
language. the three points above are the reasons why it is important to know more
than one language.
Now, there are more job advertisement who want mastery of two language,
three language, even four language. and people propect open up by knowing more
than one lanugae. Additionally, as more and more companies start to business
internationally, people are frequently beginning job for which they need no language
skills, but then being asked moved abroad, or present a promotion that requires
language skills. Consequently, it helps with career enhancement.
Increase cultural awareness is the second reason why is it important to know
more than one language and people can communicate with different people. All good
methid of learning language also need learning about another cuklture, especially
when your language skills get to higher level. This knowledge and awareness make
people from different countries and believes to get along with each other better,
which is very important given the high levels of immigration. Because of the
language barrier, some countries with high immigration levels have trouble with lack
of integration.
In conclution, with learning additional languages, it helps their mastery of
their own language and it is established to be good for the brain. Some people beliveit
is established to be good for the brain. Some people believe that learning more
language leads to confusion, but besides the odd word being misused this is simply
not the case. If people know a new language, they must to study the grammar from
scratch, and therefor end up with a much more in-depth knowledge of grammar as a
whole than people who only speak one language.
Mostly, there can be no denying that learning languages is completely positive
for individuals and society and that is highly important to know more than one
language. the world would ultimately be happier and more prosperous place if more
people were multilingual.
110
APPENDIX 3. INTERVIEWING-QUESTIONS LIST
1. In your opinion, what is paraphrasing?
2. Have you ever paraphrased before? When was it happen? What text was
it?
3. Do you paraphrase this passage by you yourself?
4. Do you know any paraphrasing techniques?
5. Why the ... (e.g. synonym) techniques that u frequently used to paraphrase
this passage?
6. Do you think the paraphrasing is important to be learnt?
7. In your point of view, is paraphrasing difficult?
8. What kinds of obstacles you faced when paraphrased a text?
111
Distributing the paraphrasing task for the respondents
Interviewing the respondents
APPENDIXE 4. RESEARCH PHOTO DOCUMENTATION
93
CURRICULUM VITAE
Intan Pertiwi, the daughter of couple Mr.
Abd. Karim & Mrs. Siri, was born on November 5,
1993 in a village of Enrekang Regency—South
Sulawesi, called Salokaraja. She started her formal
education in 2000 precisely at elementary school
SDN 100 Salokaraja and graduated in 2006. Then,
she graduated from the Junior High School at MTs.
N Maiwa in 2006 and Senior High School at SMKN
3 Enrekang in 2012.
In 2014, she decided to continue her formal education in a university. At the
time, she finally chose STAIN Parepare—transformed to IAIN Parepare in 2018— as
the university to get a scholar degree. She focused on studying the English at Tarbiyah
Faculty IAIN Parepare and finally completed her study in 2019 with fulfilling the final
requirements, conducting a research titling Students’ Paraphrasing Techniques in
Writing at Senior Students of English Program of IAIN Parepare. It sent her to be a
scholar.
During studying in IAIN Parepare for about four years, she stayed at IAIN
Parepare Girls-Dormitory. It drove her being included as a tutor. She was as an Arabic
tutor in 2015-2017 and then as an English tutor in 2017-2018.
She totally believed that all obstacles we faced in every journey we had are
completely HIS Love. Just always remember what Holy Quran Surah 2 verse 214
explained for, that: “Or do you think that you will enter the Paradise will such (trial)
has not yet come to you as came to those who passed on before you? They were touched
by poverty and hardship and were shaken until (even their) messenger and those who
believed with him said, “when is the help of Allah?” Unquestionably, the help of Allah
is near.” That is why she always tries to be positive thinking in everything difficult she
feels, included of formal education story she had. No reason for doing nothing to drive
ourselves becoming a better one. Then, our duty in this life is just to love. Love
everything that we have. Happiness is there.
